Renato R. Guerrero

Emilio Aguinaldo College, Manila, Philippines

DOI : https://doi.org/10.47191/ijsshr/v7-i05-02

Google Scholar Download Pdf
ABSTRACT

Teaching internships provide trainees with the opportunity to understand the qualities of good teaching and identify their readiness for the profession. Continuous teacher development is crucial throughout their career, especially in the changing world and lifestyles. A study involving 28 education students at a private Higher Education Institution (HEI) assessed their readiness for teaching internships, leading to the development of a Student Teaching Internship Enhancement Program (STIEP). The results showed that students have a moderate level of need in nine out of ten items, with communication skills being the most needed. Other areas with moderate needs included classroom management, curriculum standards, questioning skills, concept readiness, lesson planning, teaching strategies, assessment, and ICT. To provide meaningful learning experiences, the STIEP should expose students to activities anchored to their specific needs

KEYWORDS:

Readiness, Education Students, Teaching Internship, Student Teaching Internship Enhancement Program

REFERENCES
1) Cheng, E. C. (2015). Enhancing the Quality of Pre-service Teachers’ Learning in Teaching Practicum. Retrieved from

2) http://nevesstudomany.elte.hu/downloads/2013/nevelestudomy_2013_1_6-16.pdf

3) Cheng, Y. (2013). Paradigm Shift in Pre_service Teacher Education: Implications for Innovations and Practice. Innovative Practices in Pre-Service Teacher Education an Asia-Pacific Perspective.

4) Commission on Higher Education. (2017). CMO No. 74-80, s. 2017.

5) Demirdag, S. (2015). PERCEPTIONS OF EDUCATION INTERNS ON THE MANAGEMENT
OF CLASSROOM BEHAVIORS Faculty of Educational Sciences, Bulent
Ecevit University, Zonguldak, Turkey. Retrieved from https://www.researchgate.
net/publication/286192179_Perceptions_of_Education_
Interns_on_the_Management_of_Classroom_Behaviors

6) Department of Education. (2013). Curriculum or the K to 12 Curriculum by virtue of the Republic Act 10533.

7) Department of Education. (2017, August 11). Philippine Professional Standards for Teachers (PPST).

8) Elsevier B.V. (2018). Theory into practice, practice to theory: Action research in method development, European Journal of Operational Research, Volume 271, Issue 3, 16 December 2018, Pages 1145-1155

9) Fullan, M. (2015). Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press. ISBN 1 85000 8264

10) Grossman, P., Compton, C., Igra, D., Ronfeldt. E., Shahan, E., Williamson, P. (2018). Teaching Practice: A Cross Professional Perspective. Teachers College Record. Vol. 111. No. 9. Pp.2055-2100.

11) Joseph, Jann (2010). Does Intention Matter? Assessing the Science Teaching Efficacy Beliefs of Pre-service Teachers as Compared to the General Student Population. Electronic Journal of Science Education. Vol. 14 No. 1, 2-14.

12) Katz, L. G. (1972). Developmental stages of preschool teachers. Elementary School Journal,73(1), 50-54.

13) McKinney, S. E., Haberman, M., Stafford-Johnson, D., & Robinson, J. (2008). Developingteachers for high-poverty schools. Urban Education, 43(1), 68-82.

14) Montebo, D. R. T. (2015). A Needs Assessment Survey on Teacher Readiness of Science Pre-Service Teachers: Towards a Contextualized Student Teaching Enhancement (TALIS Survey). International Journal of Learning, Teaching and Educational Research Vol. 10, No. 3 pp.17-26, PNU, Manila. Philippines.

15) Organization for Economic Co-operation and Development. (Year). Teaching and Learning International Survey (TALIS). Retrieved from https://nces.ed.gov/surveys/talis/

16) Parra, Augustus Czaesar M., (2013). “Implementation of K to 12 Curriculum in English Instruction for Program Enhancement.” Unpublished Master’s Thesis, Far Eastern University, Nicanor Reyes Avenue, Manila.

17) Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2001). Teaching students with special needs in inclusive settings. Teaching and Teacher Education, 25, 535–542

18) Serrano, E. D. and Paez, A. M. (2015). Principles of Teaching. Adriana Publishing Co., Inc., Quezon City, Philippines.

19) Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-basedpractices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(1), 351-380.

20) Susan Albers Mohrman, and Edward E. Lawler III (2010) Research for Theory and Practice Framing the Challenge (2010) Retrieved from https://www.hbs.edu/faculty/Shared%20Documents/events/136/Mohrman Research%20for%20Theory%20and%20Practice.pdf

21) Yilmaz, H. and Cavas, P.H. (2008). The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management. BeliefsEurasia Journal of Mathematics, Science & Technology Education, 4(1),45-54. Retrieved from http://ejmste.com/v4n1/Eurasia_v4n1_Yilmaz_Cavas,pdf

Volume 07 Issue 05 May 2024