INVESTIGATING THE PEDAGOGICAL COMPETENCIES AMONG INTERNATIONAL SCHOOL GEOGRAPHY TEACHERS

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.