Exploring the Experiences and Perspectives of Student Teachers Teaching in Mabolo National High School, Cebu City, Philippines
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| Title: | Exploring the Experiences and Perspectives of Student Teachers Teaching in Mabolo National High School, Cebu City, Philippines |
|---|---|
| Language: | English |
| Authors: | Ritchelle W. Origenes, Gemma A. Bendebel, Irish L. Tadios, Jelord A. Debalucos |
| Source: | Malaysian Journal of Learning and Instruction. 2024 21(2):1-21. |
| Availability: | Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Student Teachers, Teacher Attitudes, High School Teachers, Foreign Countries, Teaching Experience, Public Schools, Mentors, Self Esteem, Communication Problems, Educational Change |
| Geographic Terms: | Philippines |
| ISSN: | 1675-8110 2180-2483 |
| Abstract: | Purpose: To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology: Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research design using Colaizzi's approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings: According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance: This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435980 |
| Database: | ERIC |
| Abstract: | Purpose: To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology: Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research design using Colaizzi's approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings: According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance: This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program. |
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| ISSN: | 1675-8110 2180-2483 |
