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Assumption College of Nabunturan: P-1 Poblacion Nabunturan, Compostela Valley 8800 Email

This document discusses a study on the experiences of practice teachers from the Monkayo College of Arts, Sciences and Technology (MonCAST) in the Philippines. The study aims to understand the challenges they face during their teaching practice and how they cope with these challenges. It also seeks to identify insights from the practice teachers that could help other education students. The conceptual framework shows how the practice teachers' experiences relate to the challenges they encounter and the insights they develop.

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Cherry Mae Morales Bandija
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86 views

Assumption College of Nabunturan: P-1 Poblacion Nabunturan, Compostela Valley 8800 Email

This document discusses a study on the experiences of practice teachers from the Monkayo College of Arts, Sciences and Technology (MonCAST) in the Philippines. The study aims to understand the challenges they face during their teaching practice and how they cope with these challenges. It also seeks to identify insights from the practice teachers that could help other education students. The conceptual framework shows how the practice teachers' experiences relate to the challenges they encounter and the insights they develop.

Uploaded by

Cherry Mae Morales Bandija
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSUMPTION COLLEGE OF NABUNTURAN

P-1 Poblacion Nabunturan, Compostela Valley 8800


Email: [email protected]
Mobile Number: (+63) 907-223-8085

COGNITION TO ACTION:
LIVED EXPERIENCES OF MonCAST PRACTICE TEACHERS

Chapter 1

The Problem and Its Background

Student teaching is designed to help the prospective teacher an opportunity for

directed and guided participation in the major activities in the classroom. Through

participation, the student teacher is expected to develop essential competencies and

skills which are helpful to classroom work. It provides the first intimate contact to the

real world of teaching. Teaching practice creates a mixture of anticipation, anxiety,

excitement and apprehension in the student teachers as they commerce their teaching

practices (Mani-on et al 2003).

Practice teaching provided the student-teachers with variety of factors that

affected their teaching behavior or overall teaching performance during the actual

classroom sessions. These factors could be categorized into remarkable and

challenges. The remarkable factors are those eliciting positive influence including small

class size, effective visuals, competent mentors, subject familiarity, cooperative learning

and motivation, while challenges are those producing negative impact such as large

class size, retention power, absence of laboratory room, and learner’s readiness

(Bumatay, et al 2009).
In related research, practice teaching is of paramount importance in the

vocational training of student teachers. It is the immersion into the real world of school

that prepares the student in making the transition from trainee to professional

(Wagenaar, 2005).

Practical teaching forms an integral part of teacher training. Teacher education

programs at the University of South Africa (Unisa) are no exception. However, there are

two sides to this coin. On one side, research studies led to the conclusion that teaching

practice is a valued and a very necessary part of teaching education for students to

become competent teachers. On the other side, it was also concluded that teaching

practice was less than satisfactory because of deficiencies in the quality of supervisor

teachers and in the application of theory in practice (Marais and Meier, 2008).

In the Philippine Normal University in North Luzon campus, their study focused

on the investigation and analysis of problem prospective students encountered in the

practice teaching program with regards to personal problems, preparation, class

management, instructional materials, emotional problems and problems on evaluation,

and also their problem regarding the location of cooperating schools, residence while

doing off-campus work and especially the curricular program (Andaya, 2015). Same as

in the Philippine Normal University in Isabela Campus, their student teachers had

difficulties in their emotional problems, preparation, class management, instructional

materials, problems on evaluation and adjusting to pupils/students (Ganal, et al 2015),

which is related to the problems of the student teachers of Monkayo College of Arts,

Sciences and Technology (MonCAST).

The motivation for this study arose from the experience of practice teaching as

well as protracted contact with student teachers in professional capacity. This research

project attempts to explore and articulate an understanding of some of the experiences


of student teachers following their final practice teaching session at a school before

graduating. However, in the municipality of Monkayo particularly in MonCAST, we

deals to research and explore the experiences of the fourth year education students in

MonCAST to compare their experiences not only in Philippines but also in other

countries. We have not come across any study that looked into the experiences and

problems of intern teachers that arise during their internship.

Conceptual Framework

Experiences

Practice
Teachers Challenges

Insights

Figure 1. Conceptual Framework

Research Questions

This study seeks to answer the following questions:

1. What are the experiences of MonCAST fourth year as interns?

2. How do they cope with the challenges they encountered during practice

teaching?

3. What are the insights of the practice teachers that can share to other education

students?

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