CRITIQUE PAPER OF STUDENT TEACHER PERSPECTIVES ON TEACHING:THE MAKING OF

TEACHING PROFESSION AS A FIRST CHOICE

CLAIM ARGUMENT
This paper provides a comprehensive examination of student teachers' perceptions of the
teaching profession, with a particular focus on their commitment, motivations, and the factors
that shape their views. Teaching is often seen as more than just a career; for many, it is a calling
—a meaningful and deliberate choice that reflects a deep sense of purpose and pride. This
study explores the extent to which student teachers view teaching in this light, considering it
not merely as a job, but as a vocation that aligns with their values and aspirations. By delving
into these perceptions, the study aims to shed light on the broader implications for teacher
education programs and the future of the teaching profession.
The decision to become a teacher is influenced by a myriad of factors, ranging from personal
experiences and educational background to societal expectations and economic considerations.
For some, the desire to teach may stem from a long-held passion for education, inspired by
positive experiences with their own teachers or a love of learning. For others, it may be
influenced by more practical considerations, such as job security, work-life balance, or the
perceived stability of the profession. Understanding these motivations is crucial for developing
teacher education programs that effectively support and nurture the next generation of
educators.
EVIDENCE AND CITATIONS
To investigate these perceptions, the authors conducted a survey among freshman student
teachers at Quirino State University. The survey aimed to capture a broad range of attitudes
and motivations, exploring how these students view teaching as a profession, a vocation, and a
career choice. The sample consisted of 60 respondents, a majority of whom were female, with
many majoring in Home Economics and coming from low-income families. This demographic
profile is significant, as it reflects the broader trends within the teaching profession, where
women and individuals from lower socioeconomic backgrounds are often overrepresented.
The survey results revealed that student teachers hold teaching in high regard, particularly as a
career. On a scale of 1 to 5, where 5 represents the highest level of respect and admiration, the
average rating for teaching as a career was 4.53. This suggests that these students view
teaching as a prestigious and worthwhile profession, one that offers both personal and
professional fulfillment. Their perception of teaching as a vocation—a calling that goes beyond
the mere mechanics of the job—was also positive, though the average score was slightly lower.
This indicates that while students recognize the inherent value and purpose of teaching, they
may also be aware of the challenges and sacrifices it entails.
The open-ended responses in the survey further underscored the respect and motivation that
these students have toward the teaching profession. Many students expressed a deep sense of
responsibility and commitment to their future roles as educators, highlighting the importance
of shaping young minds and contributing to society. This sense of purpose is often a driving
force behind their decision to pursue a career in teaching, and it reflects a broader societal
expectation that teachers serve as role models and mentors for the next generation.
RUBETLE NEGATIVE PAST REASON
While the paper provides valuable insights into the perceptions of student teachers, it is
important to acknowledge several limitations that may affect the generalizability and
applicability of the findings. One of the primary limitations is the relatively small sample size of
the study. With only 60 respondents, the study may not fully capture the diversity of views and
experiences among student teachers. A larger sample size would have allowed for more robust
statistical analysis and a more comprehensive understanding of the factors that influence
student teachers' perceptions.
Another limitation is the study's geographical focus. The survey was conducted exclusively at
the Maddela Campus of Quirino State University, which may not be representative of other
campuses or institutions. The unique characteristics of this campus, including its location,
student demographics, and academic programs, may have influenced the results in ways that
do not necessarily reflect the experiences of student teachers in other contexts. As a result, the
findings may not be easily generalizable to student teachers at other universities or in different
regions.
Furthermore, the study does not sufficiently explore the underlying reasons why students
perceive teaching as a noble profession. While the survey captures positive attitudes toward
teaching, it does not delve into the specific experiences, values, or cultural factors that shape
these perceptions. For example, the influence of family background, personal experiences with
education, and societal expectations are all potential factors that could impact how students
view teaching. Without a deeper exploration of these factors, the study's findings remain
somewhat superficial and may not fully capture the complexity of student teachers'
motivations.
Additionally, the study does not address the reasons why some students might view teaching as
a second or third choice, rather than their first. This is an important area of inquiry, as
understanding the factors that lead students to choose teaching as a fallback option could
provide valuable insights into the challenges and barriers that deter potential educators. For
instance, concerns about salary, job stability, or societal respect for the profession might
influence students' decisions, leading them to pursue teaching only after other options have
been exhausted.
NARRANT STAND
One of the critical observations about the study is its potential bias in focusing predominantly
on the positive aspects of teaching, which might lead to an incomplete understanding of
student teachers' attitudes. While the positive perceptions of teaching are essential, it is equally
important to consider the challenges and negative aspects that students might encounter or
anticipate. Teaching, as with any profession, comes with its own set of difficulties, including but
not limited to issues such as inadequate compensation, high workload, limited resources, and
sometimes a lack of societal recognition and respect.
By primarily highlighting the favorable views, the study might inadvertently overlook these
significant concerns that could influence a student's decision to pursue teaching as a career. For
instance, while many students may enter the teaching profession with a strong sense of
purpose and commitment, the realities of the job—such as dealing with difficult classroom
environments, administrative pressures, or limited career growth opportunities—can
sometimes lead to frustration and burnout. The absence of a balanced discussion that includes
these potential drawbacks could result in an overly idealized portrayal of student teachers'
attitudes toward the profession.
Furthermore, the study does not adequately address how these challenges might affect
different groups of student teachers differently. For example, students from higher
socioeconomic backgrounds might have different expectations and tolerances for these
challenges compared to those from lower-income families. Similarly, gender may also play a
role in how these challenges are perceived and managed. Without considering these nuances,
the study's findings may be skewed toward a more optimistic view that does not fully reflect
the complex realities of the teaching profession.
CONCLUSION
Teacher education programs play a pivotal role in shaping the attitudes and competencies of
future educators. By recognizing the factors that influence student teachers' decision-making
processes, these programs can be tailored to better meet the needs and expectations of their
students. For example, if many students are motivated by a sense of calling or vocation,
programs can emphasize the ethical and societal dimensions of teaching, fostering a deeper
understanding of the profession's impact on communities and individuals. Conversely, if
students are primarily concerned with job security and stability, programs can focus on
providing practical skills and knowledge that enhance employability and career resilience.
Moreover, teacher education programs must also address the challenges and realities of the
teaching profession, preparing students for the difficulties they may face in their careers. This
includes offering training in classroom management, stress management, and professional
development

CRITIQUE PAPER OF STUDENT TEACHER PERSPECTIVES ON TEACHING:THE MAKING OF

TEACHING PROFESSION AS A FIRST CHOICE
CLAIM ARGUMENT
This paper dives into how student teachers see the teaching profession, focusing on their
commitment and what drives them to choose teaching as a career. For many, teaching isn’t just
a job; it’s something they feel deeply connected to—a calling they’ve chosen with pride. The
study explores how these future teachers view the profession, seeing it as more than a way to
earn a living but as a meaningful path that aligns with their values and life goals.
Choosing to become a teacher isn’t a decision made lightly. It’s shaped by many factors, like
personal experiences, family influences, and even societal expectations. Some are drawn to
teaching because they had inspiring teachers growing up or because they love the idea of
making a difference in others’ lives. Others may see teaching as a stable and reliable career,
offering job security and a balanced lifestyle. By understanding what motivates student
teachers, we can better support them and ensure they’re fully prepared for the challenges and
rewards of the profession.
EVIDENCE AND CITATIONS
To get a sense of how student teachers feel about their chosen career, the authors surveyed
freshmen at Quirino State University. This survey aimed to uncover the attitudes and
motivations behind their decision to become teachers. The majority of the respondents were
women, many of whom were majoring in Home Economics, and most came from low-income
families. These demographics are important because they reflect broader trends in the teaching
profession, where women and those from less privileged backgrounds are often more common.
The survey results showed that these student teachers think highly of teaching as a career. On a
scale of 1 to 5, with 5 being the highest, they rated teaching an impressive 4.53. This suggests
they see it as a prestigious and worthwhile path, offering personal and professional satisfaction.
While they also viewed teaching as a vocation—something you do because you feel called to do
it—the scores here were slightly lower, indicating some awareness of the challenges that come
with the job.
The open-ended responses in the survey gave even more insight. Many students expressed a
deep sense of responsibility and commitment to becoming educators, emphasizing the
importance of shaping young minds and contributing to society. For these students, teaching
isn’t just about delivering lessons; it’s about making a real difference in the lives of their
students and being a positive force in the community.
RUBETLE NEGATIVE PAST REASON
While the paper offers valuable insights, it’s important to recognize its limitations. First off, the
study’s small sample size—just 60 respondents—means the findings might not represent all
student teachers. A larger sample would provide a more complete picture of how different
students across various regions and disciplines view teaching.
Another limitation is that the study only focuses on one campus of Quirino State University. The
unique characteristics of this campus, like its location and student demographics, might have
influenced the results in ways that don’t necessarily apply to student teachers in other places.
This could limit how much we can generalize these findings to other settings.

Moreover, the study doesn’t dig deep into why students see teaching as a noble profession.
While it’s clear they have positive feelings about it, we don’t get much insight into the personal
experiences, cultural influences, or values that shape these views. Understanding these factors
could provide a richer, more nuanced perspective on what drives students to choose teaching.
The study also overlooks why some students might see teaching as a second or third option
rather than their first choice. This is a crucial point because it could reveal important
information about the challenges and barriers that push some students away from other career
paths and into teaching. Factors like salary concerns, job stability, or the level of respect the
profession commands might play a role, and exploring these could help us understand why
some students see teaching as a fallback option.
NARRANT STAND
One of the critical observations about the study is its potential bias in focusing predominantly
on the positive aspects of teaching, which might lead to an incomplete understanding of
student teachers' attitudes. While the positive perceptions of teaching are essential, it is equally
important to consider the challenges and negative aspects that students might encounter or
anticipate. Teaching, as with any profession, comes with its own set of difficulties, including but
not limited to issues such as inadequate compensation, high workload, limited resources, and
sometimes a lack of societal recognition and respect.
By primarily highlighting the favorable views, the study might inadvertently overlook these
significant concerns that could influence a student's decision to pursue teaching as a career. For
instance, while many students may enter the teaching profession with a strong sense of
purpose and commitment, the realities of the job—such as dealing with difficult classroom
environments, administrative pressures, or limited career growth opportunities—can
sometimes lead to frustration and burnout. The absence of a balanced discussion that includes
these potential drawbacks could result in an overly idealized portrayal of student teachers'
attitudes toward the profession.
Furthermore, the study does not adequately address how these challenges might affect
different groups of student teachers differently. For example, students from higher
socioeconomic backgrounds might have different expectations and tolerances for these
challenges compared to those from lower-income families. Similarly, gender may also play a
role in how these challenges are perceived and managed. Without considering these nuances,
the study's findings may be skewed toward a more optimistic view that does not fully reflect
the complex realities of the teaching profession.
CONCLUSION
In conclusion, the paper titled "Student Teachers’ Perspectives on Teaching: The Making of
Teaching Profession as a First Choice" provides a valuable glimpse into how student teachers at
Quirino State University view their future careers. It highlights that teaching is highly regarded
among these students, not just as a profession, but as a meaningful choice that aligns with their
values and life goals. However, the study’s small sample size, focus on one campus, and
potential bias towards positive perceptions mean that the findings should be interpreted with
some caution.
Understanding why students choose teaching and what challenges they anticipate is crucial for
developing effective teacher education programs. By acknowledging both the motivations and
the potential hurdles that future teachers face, we can better support them on their journey to
becoming the educators our society needs.
CRITIQUE PAPER OF Student teacher perspectives on teaching:The making of teaching
profession as a first choice

CLAIM ARGUMENT
Teaching is more than just a profession for many; it’s a vocation, a calling that goes beyond the
regular expectations of a job. This paper examines how student teachers, particularly those at
Quirino State University, view teaching not only as a career choice but as a deeply meaningful
pursuit. It explores the factors that shape their decision to enter the teaching profession and
discusses the broader implications for teacher education programs.
Choosing a career in teaching involves a complex mix of personal values, societal influences,
and practical considerations. Some student teachers are inspired by their own educational
experiences, seeing teaching as a way to give back to their communities and make a difference
in the lives of future generations. Others are drawn to the stability and security that a teaching
career can offer, especially in a world where job markets are increasingly uncertain.
Understanding these motivations is crucial for developing effective teacher education programs
that not only attract future teachers but also prepare them to thrive in the profession.
EVIDENCE AND CITATIONS
To understand how student teachers perceive their chosen career, the authors conducted a
survey among freshman students at Quirino State University. The survey aimed to uncover their
attitudes toward teaching, exploring why they chose this path and how they view the
profession.
However, the survey also revealed a slightly more nuanced view when it came to teaching as a
vocation. While many students see teaching as a calling—a profession they feel passionate
about—their ratings were slightly lower in this area. This suggests that while they respect the
profession, they are also aware of the challenges that come with it. Teaching isn’t always easy,
and it requires a significant amount of dedication and resilience.
The open-ended responses in the survey provided further insight into the students’
motivations. Many expressed a deep commitment to becoming educators, driven by a sense of
responsibility to their future students and communities. These students see teaching as more
than just delivering lessons; they view it as an opportunity to shape young minds, foster critical
thinking, and contribute to societal development. For them, teaching is a way to make a lasting
impact on the world, one student at a time.
RUBETLE NEGATIVE PAST REASON
While the study offers valuable insights, it’s important to acknowledge its limitations. One of
the primary concerns is the small sample size—only 60 respondents participated in the survey.
This limited number of participants means the findings may not fully capture the diversity of
opinions and experiences among student teachers. A larger, more diverse sample would
provide a more comprehensive understanding of how different groups of students perceive the
teaching profession.
Another limitation is the study’s focus on a single campus of Quirino State University. The
specific characteristics of this campus, such as its geographic location, cultural context, and
student demographics, may have influenced the survey results in ways that don’t necessarily
apply to other settings. As a result, the findings might not be generalizable to student teachers
in other regions or institutions. To gain a more accurate picture of student teachers’
perceptions, future research should include multiple campuses and a broader range of student
backgrounds.
The study also doesn’t delve deeply into the reasons why students see teaching as a noble
profession. While it’s clear that many students hold the profession in high regard, the study
doesn’t explore the personal experiences, cultural influences, or societal expectations that
shape these views.
NARRANT STAND
One major observation about the study is that it may be biased by focusing mainly on the
positive aspects of teaching, potentially leading to an incomplete understanding of student
teachers' attitudes. While it is important to recognize the positive views of teaching, it's equally
crucial to consider the challenges and negative aspects that students might face or expect. Like
any profession, teaching comes with its own difficulties, such as inadequate pay, high
workloads, limited resources, and a lack of societal recognition or respect.By mainly
emphasizing the favorable perspectives, the study might unintentionally ignore significant
concerns that could influence a student's decision to pursue teaching as a career. For example,
while many students may enter the teaching field with enthusiasm and dedication, the realities
of the job—like managing difficult classroom situations, facing administrative demands, or
encountering limited career advancement—can lead to frustration and burnout. Without
addressing these potential downsides, the study could present an overly idealistic view of
student teachers' attitudes toward the profession.
Additionally, the study does not sufficiently consider how these challenges might differently
impact various groups of student teachers. For instance, students from wealthier backgrounds
might have different expectations and levels of tolerance for these challenges compared to
those from lower-income families. Similarly, gender might also influence how these challenges
are perceived and dealt with. Without accounting for these complexities, the study's findings
may lean toward a more optimistic outlook that doesn't fully capture the diverse realities of the
teaching profession.
CONCLUSION
In conclusion, this study provides a valuable glimpse into how student teachers at Quirino State
University view the teaching profession. It highlights that teaching is highly regarded among
these students, not just as a career, but as a meaningful choice that aligns with their values and
life goals.Understanding why students choose teaching and what challenges they anticipate is
crucial for developing effective teacher education programs. By acknowledging both the
motivations and the potential hurdles that future teachers face, we can better support them on
their journey to becoming the educators our society needs.