Examining Teaching Effectiveness of Pre-Service Education Teachers in the Context of Pedagogical Competence and Moral Values

Abstract

This phenomenological qualitative study explores the manner in which pedagogical competence, Islamic moral values and reflective practice intertwine to shape teaching effectiveness of 15 pre-service Islamic Education teachers in Karachi Pakistan. The purpose of the study was addressed through data collected from semi-structured interviews, microteaching observations, and reflective journals which surfaced five themes: (1) variable pedagogical preparedness growing through deliberate practice, (2) Islamic values (akhlaq, amanah, rahmah) enacted as lived modeling amid urban diversity, (3) reflection serving as transformative growth mechanism, (4) integration challenges from time pressures and theoretical disconnects, and (5) institutional constraints favoring public universities. Findings validate a cyclical integration model where technical skills establish credibility, moral values provide ethical orientation, and reflection mediates continuous refinement. Karachi's pluralism demands adaptive synthesis beyond rote methods. Results challenge content-centric training paradigms, confirming literature gaps in Pakistani pre-service research (Siddiqui & Habib, 2022; Amrullah et al., 2025).