Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines
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| Title: | Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines |
|---|---|
| Language: | English |
| Authors: | Allen A. Espinosa, Ma Arsenia C. Gomez, Praksis A. Miranda, Adonis P. David, Heidi C. Macahilig, Allan S. Reyes, Leah Amor S. Cortez, Brando C. Palomar, Jayson L. de Vera, Marvin C. Patal, Mark Ponce C. San Juan |
| Source: | Journal of Teaching and Learning. 2024 18(2):173-193. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | International Assessment, Curriculum Development, Foreign Countries, Teacher Competencies, Teacher Education, Outcome Based Education, Pedagogical Content Knowledge, Preservice Teachers |
| Geographic Terms: | Philippines |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | This study proposes a framework to integrate competencies from various international large-scale assessments (ILSAs) into the program design of a teacher educational institution (TEI) in the Philippines. Using a descriptive-developmental research design, the study examined how ILSA key competencies can be incorporated into the curriculum, along with practices of outcomes-based educational programs at the TEI. Inductive thematic analysis of focus group interviews revealed one overarching program-level theme: using ILSA as a benchmark for curriculum development. At the micro level, four core themes emerged: (1) strengthened content teaching, (2) increased pedagogical content knowledge (PCK) courses, (3) explicit targeting and teaching of ILSA competencies through course-intended learning outcomes (CILOs), and (4) ILSA-like assessments. The study recommends that the Philippine Department of Education (DepEd) and TEIs collaborate to align pre-service teacher training with global literacy standards, ensuring that pre-service teachers are equipped to teach ILSA-recommended skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457618 |
| Database: | ERIC |
| Abstract: | This study proposes a framework to integrate competencies from various international large-scale assessments (ILSAs) into the program design of a teacher educational institution (TEI) in the Philippines. Using a descriptive-developmental research design, the study examined how ILSA key competencies can be incorporated into the curriculum, along with practices of outcomes-based educational programs at the TEI. Inductive thematic analysis of focus group interviews revealed one overarching program-level theme: using ILSA as a benchmark for curriculum development. At the micro level, four core themes emerged: (1) strengthened content teaching, (2) increased pedagogical content knowledge (PCK) courses, (3) explicit targeting and teaching of ILSA competencies through course-intended learning outcomes (CILOs), and (4) ILSA-like assessments. The study recommends that the Philippine Department of Education (DepEd) and TEIs collaborate to align pre-service teacher training with global literacy standards, ensuring that pre-service teachers are equipped to teach ILSA-recommended skills. |
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| ISSN: | 1492-1154 1911-8279 |
