TESL trainee teachers’ workplace competencies (perceived English language skills, interpersonal skills and pedagogical content knowledge) and the workplace expectations: a case study in a private university in Selangor

This study's primary goal was to investigate the workplace competencies of TESL trainee teachers in the teaching field. The specific goal of this study was to determine whether the TESL trainee teachers possessed the necessary perceived adequacy of English language skills, interpersonal skills and pedagogical content knowledge. The readiness of the TESL trainee instructors to begin their careers as future English teachers in public secondary schools was also investigated in this study. Three groups of samples participated in the study with firstly, 103 TESL trainee teachers who were assigned to different secondary schools around the Klang Valley, Selangor; secondly, 30 English secondary school teachers from the participating schools and lastly 437 secondary school students from the participating schools. Data were gathered for the study using a combination of qualitative and quantitative research methods, including interviews with English teachers, questionnaire distribution to TESL trainee teachers and secondary school students as well as practicum observations of TESL trainee teachers. Findings of the study indicates that the TESL trainee teachers met the requirements for workplace competences, especially in the areas of perceived English language skills, interpersonal skills and pedagogical content knowledge. They showed that they could speak English well, that they were confident in their ability to use the language, and that they could control the classroom throughout teaching and learning activities. The TESL trainee teachers were able to build strong relationships with their students and create interesting sessions that catered to the students’ needs and interests. In addition to the positive outcomes of their workplace competencies, there are a few areas in which the workplace competencies of TESL trainee teachers could be improved. These areas include refining their perceived adequacy of English language skills, redesigning their control quadrant in terms of interpersonal dynamics, and developing more challenging lessons for advanced students. The study has also contributed to the improvements of the assessment form for the practicum observation as well as the development of a new course for the TESL undergraduates in advancing their English language skills, interpersonal skills and pedagogical content knowledge. These pedagogical implications would encourage the TESL undergraduates to be aware of their capabilities in meeting the demands of the teaching profession.