Abstract:
This study investigates the pedagogical competencies of geography teachers working
in international schools, with a specific focus on how these competencies relate to
teaching experience and the Post Graduate Diploma in Education (PGDE)
qualification. Grounded in Shulman’s (1986) Pedagogical Content Knowledge (PCK)
framework, the research explores the relationship between Subject Content
Knowledge (SCK), pedagogical skills, and instructional adaptability in diverse
learning environments. A survey-based research design was employed, and data were
gathered by administering a questionnaire. Using a purposive sampling technique, 74
geography teachers were selected who teach years 7 to 13 at 25 international schools
that are part of The International Schools of Sri Lanka (TISSL) for the study. The
study employed one-way ANOVA to determine whether the pedagogical
competencies of geography teachers varied significantly with their years of teaching
experience and PGDE qualification. The results revealed that there is no significant
difference in the mean of the geography teachers’ pedagogical competencies versus
their teaching experience levels (F = 8.94, P = 0.450). Additionally, the results
revealed a significant difference in the mean values of geography teachers’
pedagogical competencies compared to PGDE Qualification (F = 94.555, P = 0.000).
The findings indicate that years of teaching experience do not significantly influence
overall pedagogical competency. While experience tends to strengthen Subject
Content Knowledge, it lacks a direct correlation with key pedagogical dimensions
such as differentiated instruction, classroom management, and the ability to address
diverse learner needs. In contrast, teachers who hold a PGDE demonstrate
significantly higher pedagogical competencies. These educators exhibit greater
effectiveness in managing multicultural classrooms and adapting instructional
strategies to accommodate various learning styles, suggesting that formal
pedagogical training enhances the integration of content and pedagogy in meaningful
ways. The study highlights the crucial role of formal teacher education programmes,
such as the PGDE, in developing pedagogical content knowledge and enhancing
instructional quality. It recommends that international schools should place greater
emphasis on pedagogical qualifications in their hiring and professional development
practices. Additionally, ongoing training and reflective learning opportunities are
essential for equipping teachers, regardless of their experience levels.
