Enhancing Teaching Proficiency Through The Implementation Of Life Skills Enrichment Initiatives For Aspiring Educators

Abstract

This study explores the relationships between practical engagements, pedagogical adaptability, and student learning outcomes within the context of teacher training programs. The research aims to investigate whether practical engagements influence the development of pedagogical adaptability and, consequently, impact student learning outcomes. The study employs a quantitative research design, utilizing survey data collected from a sample of teacher trainees. Statistical analyses, including regression analysis and correlation, are applied to examine the associations between practical engagements, pedagogical adaptability, and student learning outcomes. Preliminary findings suggest a positive relationship between practical engagements and pedagogical adaptability, indicating that teacher trainees who actively engage in practical experiences exhibit higher levels of adaptability in their teaching approaches. Additionally, the study explores the mediating role of pedagogical adaptability in the relationship between practical engagements and student learning outcomes. The outcomes of this research contribute valuable insights to teacher education, emphasizing the importance of experiential learning and adaptability in shaping effective teaching practices and optimizing student learning outcomes.