8 research outputs found
LEARNING IN THE WORKPLACE OF TEACHER EDUCATORS IN THE PHILIPPINES
No full textThis research was conceived to find out the learning constructs of teacher educators including what they learned in the workplace, the sources of learning and the factors that motivated teachers to learn. The study revealed that the workplace was a rich avenue for learning where teachers in higher education institutions learned the professional concepts and human relationship skills necessary for effective practice. The teacher educators learned best from self-reflection, printed materials and co-teachers. Other sources of learning were from in-service trainings, administrators and students. What and how teachers learned were influenced by their length of teaching experience. Extrinsic factors like salary, incentives and self-motivating factor like teacher’s commitment motivated the educators to learn
Flipped Classroom: Maximizing Face Time in Teaching and Learning
No full textThe focus of this quasi-experimental study was to assess the effectiveness of flipped classroom as a pedagogical strategy in teaching courses across disciplines. Specifically, the study looked into the performance of the two hundred thirty-eight (238) purposively chosen students in the conventional and flipped classes in the different courses such as Literature of the Philippines, Nursing Informatics and Field Study1. Furthermore, it also examined the students’ motivation and engagement level in different groups and the challenges in the implementation of a flipped classroom. Pre-test –Post-test design supported by qualitative data was used. Data were gathered using the validated questionnaires and interviews done with focus group discussion (FGD) and triangulation to crosscheck its trustworthiness. T-test and thematic analyses were utilized in analyzing the data. Results revealed that students performed better in their flipped classes across disciplines. They were highly motivated and engaged in their respective classes for they can study the lessons at their own pace, time and place. Scaffolding for instructional delivery through technology like videos, online modules, and activities prepared by the professors provided students the avenue to maximize learning. Internet access and slow connection made the flipped classes difficult for professors and students. Despite the limitation of the educational technology to engage learners, flipped classroom was effective in maximizing face time in teaching and learning across the three (3) courses and three (3) different programs. Thus, flipping classes for blended learning for instructional delivery was innovatively responsive in this 21st century
Inclusive Education for the Hearing Impaired of Cebu Normal University
No full textThis research looked into the inclusive education program of the College of Teacher Education of Cebu Normal University (CNU). Factors like IQ, academic achi��vement, and teaching potential of the hearing impaired students were established. Views/perceptions on mainstreaming and problems met in the implementation were considered as basis for policy directions. The study revealed that most of the hearing impaired students had low intelligence quotients. Their potential for teaching was very low . On the preparation of teachers handling the hearing impaired, it was found out that most teachers were doctoral and masters degree holders but they lacked special training in handling the mainstreamed class. On views on the program, the administrators, students and parents involved in inclusive education at CNU believed that the program was laudable and they fully supported it. The teachers perceived the program as responsive to the needs of special students. However, some teachers were not supportive of the program. Problems like lack of more responsive curricular offerings , academic achievement and teacher capability have to be addressed to improve program implementation
Challenging Popular Assumptions on Teacher Education
No full textThe Revised Policies and Standards for the Undergraduate Teacher Education Curriculum, articulated in CHED Memorandum Order No. 30 (CMO 30) in 2004, marks a significant curriculum reform for teacher education in the Philippines. This paper examines the ideas and assumptions behind the reform policies articulated in CMO 30, explores the theoretical basis of these assumptions within the framework of levels of curriculum representation, and validates these assumptions from the perspective of teacher educators and students in two selected teacher education institutions in Cebu City. Using a researcher-made five-point scale, the respondents assessed a set of pre-specified assumptions on the revised teacher education curriculum with regard to the extent to which these assumptions hold in their teaching-learning environments. Results showed that the assumptions that had the highest perception ratings among teacher educators and students revolved around the assessment of entry competence of teacher education students; strengthening the connections between theory and teaching practice through the Experiential Learning Courses; the use of the National Competency- Based Teacher Standards (NCBTS) as basis for teaching practice; and the integration of theoretical principles, concepts and methods in professional education courses. To validate these assumptions, respondents also assessed their teaching-learning environments using a 7-point semantic differential based on bipolar characteristics of conventional and constructivist learning environments in terms of the nature of classes, the role of teachers and students, learning modes, instructional emphasis and assessment of student learning. Results showed that teacher educators perceived their teaching-learning environment as moving towards the constructivist while students perceived their environment as a mix of conventional and constructivist. From the results, implications and challenges for curriculum implementation and research are drawn as basis for recommending concrete actions towards the delivery of teacher education programs based on reform efforts anchored on evidence from research
Are they in or out? Exploring pre-service teachers’ knowledge, perceptions, and experiences regarding artificial intelligence (AI) in teaching and learning
No full textIntroductionArtificial Intelligence (AI) continues to revolutionize the teaching and learning process. This study aimed to gather data on pre-service teachers’ perceived knowledge, perceptions, and experiences in utilizing AI in education, such as ChatGPT, Quillbot, and Grammarly.MethodsThis mixed-method study involved 515 participants from state universities in Central Visayas, Philippines, selected via stratified random sampling. Quantitative data were collected through a survey, while qualitative insights were gathered from focus group discussions and analyzed using thematic analysis.Results and discussionResults showed that pre-service teachers’ perceptions of AI revealed cautious optimism, with concerns about its limitations in handling complex tasks, bias, lack of originality, and the need for human oversight. They also recognized issues of factual inaccuracies, reliance on outdated data, and lack of contextual understanding, indicating a need for further education on AI’s ethical and practical use. Four themes emerged from the qualitative data: the role of AI in teaching and learning; challenges and ethical implications; capacity training for AI integration; and the link between AI tools and critical thinking.ConclusionIn conclusion, pre-service teachers recognize AI’s limitations and emphasize the importance of training for its responsible and effective use.RecommendationIt is recommended that AI use be integrated into the teacher education curriculum to prepare teachers for ethical and meaningful application in classrooms
ENGAGEMENT TO SOCIAL NETWORKING: CHALLENGES AND OPPORTUNITIES TO EDUCATORS
No full textIn recent years many students and teachers are not only very well connected with the print media but to the social/online media as well. Facebook, Twitter, Friendster My Space, etc. have become their interest especially in information dissemination among others. Educators utilized social networking sites for teaching and learning. This study explored the social networking engagement of Education students and teachers in the six universities in Cebu City, second semester of the academic year 2012-2013. This further analyzes and documents its opportunities and challenges to teaching and learning. Descriptive Study - Cross-Sectional Study was applied in this study. The use of facebook is very effective in order to collaborate with teachers and students. The use of SNS engenders opportunities as well as challenges in the all aspects of human undertaking, maybe it be personal, academic or societal in nature. Every individual is made conscious/ responsible in its utilization that would create a positive change in the world. Findings revealed that social networking has become a very good avenue to teaching and learning. The study concluded that Social Networking sites are beneficial to educators but it has also challenges and opportunities encountered by the educators
Teaching and Learning Continuity Amid and Beyond the Pandemic
No full textThe study explored the challenges and issues in teaching and learning continuity of public higher education in the Philippines as a result of the COVID-19 pandemic. The study employed the exploratory mixed-method triangulation design and analyzed the data gathered from 3, 989 respondents composed of students and faculty members. It was found out that during school lockdowns, the teachers made adjustments in teaching and learning designs guided by the policies implemented by the institution. Most of the students had difficulty complying with the learning activities and requirements due to limited or no internet connectivity. Emerging themes were identified from the qualitative responses to include the trajectory for flexible learning delivery, the role of technology, the teaching and learning environment, and the prioritization of safety and security. Scenario analysis provided the contextual basis for strategic actions amid and beyond the pandemic. To ensure teaching and learning continuity, it is concluded that higher education institutions have to migrate to flexible teaching and learning modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure, implement a strategic plan and assess all aspects of the plan
An exploration of the quality of graduates of Philippine teacher education institutions
No full textThe study evaluated the quality of graduates of Philippine Teacher Education Institutions (TEIs) through the performance of the graduates in the Board Licensure Examination for Professional Teachers (BLEPT) and the teaching performance of the beginning teachers in their first three years of teaching. A nationwide survey study employing a descriptive cross-sectional design was conducted to 2,680 respondents from 16 regions in the country, selected using a multi-stage approach. Results revealed an increasing trend in the beginning teachers’ performance in the licensure examinations from 2017 to 2019. These teachers were also consistently averaging a rating of Very Satisfactory from 2019 to 2021 in their teaching performance. Furthermore, socio-economic status, grade point average in college, and grade level taught were other factors found to be significant in relation to teaching performance. As a result, a graduate’s score on the teacher licensure exam has an impact on their success during their first three years of teaching. The dimensions of teacher quality in the country are anchored on the alignment of the outcomes and competencies in the written and tested curricula, effective program delivery, and qualified faculty which contribute to the high probability of passing the BLEPT that ultimately results in better teaching performance of beginning teachers. By focusing on these aspects, institutions can play a pivotal role in nurturing highly competent educators who make a lasting impact on the education system. The findings of this study serve as a valuable guide for educational policymakers and institutions striving to elevate the standard of teacher education across the country
