Teachers’ Interpretations of Their Experiences Regarding Pedagogical Competence and the Implications for the Fulfilment of Pupils’ Rights to Education

Abstract

Pedagogical competence relates not only to a teacher’s ability to manage the learning process, but also to their efforts to understand pupils’ needs and provide equitable learning opportunities. The fulfilment of pupils’ right to learn in educational practice must be understood through teachers’ experiences in recognising pupils’ characteristics and adapting the learning process accordingly. This study aims to understand how teachers interpret their experiences of pedagogical competence and how this relates to the fulfilment of pupils’ right to learn at MA Al Islamiyah Danawarih. This study employs a qualitative approach with a descriptive phenomenological design. Data were collected through semi-structured interviews and observations involving three teachers from different subject areas. The results indicate that teachers interpret pedagogical competence as the ability to understand pupils’ characteristics and needs and to adapt teaching to the circumstances at hand. The fulfilment of pupils’ right to education is realised through the optimal utilisation of teaching time, providing opportunities for all pupils to participate, applying fairness in teaching and assessment, and providing support for pupils experiencing learning difficulties. Teachers also adapt teaching methods based on pupils’ characteristics, subject matter, classroom conditions, and available facilities. These findings indicate that teachers’ understanding of pedagogical competence is linked to teaching practices that are responsive to pupils’ needs and to efforts to provide equitable learning opportunities.