Enhancing Pedagogic Compotence of EFL Teachers In Pinrang Regency by in Service Training
Abstract
This study aims to enhance the pedagogical competence of English as a Foreign Language (EFL) teachers through in-service training in Pinrang Regency. Pedagogical competence is a key component of teaching quality, encompassing the understanding of student characteristics, curriculum development, instructional delivery, and learning assessment. The research employed a mixed-method approach using a convergent parallel design, collecting both quantitative and qualitative data simultaneously. Quantitative data were obtained through pre-tests and post-tests using pedagogical knowledge assessments, while qualitative data were gathered via semi-structured interviews with six EFL teachers. The findings indicate that in-service training significantly improved teachers’ pedagogical competence, as evidenced by the increase in pre-test and post-test scores. Most participants reported that the training enhanced their understanding of learning theories, enabled them to design more effective teaching strategies, and increased their confidence in classroom management. However, some challenges were identified in the practical implementation of the training content, particularly due to limited institutional support. This study highlights the importance of sustained, context-specific teacher development programs that are supported by responsive educational policies. The results are expected to serve as a reference for improving teacher training strategies, especially in under-resourced educational settings.
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