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In-campus student-teachers were ready for their off-campus training and rated as outstanding in terms of maintain a high standard of ethics and professionalism. Majority of the respondents rated their student-teacher / s very satisfactory of use teaching / learning theory and knowledge of developmental differences in planning for instruction is outstanding.
In-campus student-teachers were ready for their off-campus training and rated as outstanding in terms of maintain a high standard of ethics and professionalism. Majority of the respondents rated their student-teacher / s very satisfactory of use teaching / learning theory and knowledge of developmental differences in planning for instruction is outstanding.
In-campus student-teachers were ready for their off-campus training and rated as outstanding in terms of maintain a high standard of ethics and professionalism. Majority of the respondents rated their student-teacher / s very satisfactory of use teaching / learning theory and knowledge of developmental differences in planning for instruction is outstanding.
Readiness of In-campus Student-Teachers for the Off-campus Training of
School Year 2014-2015
Proponents Mikaela Angelica D. Mercado TEAM LEADER Mary Mariel D. Toreno
Dr. Julie T. Valencia Adviser
ABSTRACT - This study attempts to be acquainted with the Readiness of In-campus StudentTeachers for the Off-campus Training of School Year 2014-2015. Formal assessment of the incampus student-teachers are based from the National Competency Based Teachers Standard professional and personal qualities. Respondents were assessed by thirty (30) New Era University Integrated Pre-school, Elementary, and High School Teachers who are handling preservice teachers during the academic year 2014 2015.Researchers made use of the descriptive method of research in which researchers made use of questionnaire with likert scale to collect and gather data. The researchers observed that in campus student-teachers were ready for their off-campus training and rated as outstanding in terms of maintain a high standard of ethics and professionalism, assume professional responsibility to prepare materials without tardiness, complete assigned duties without reminders and be punctual in attendance, demonstrate knowledge of content, set appropriate educational goals and plan curricula, plan and teach daily lessons using a variety of general methods of instruction and assess the effectiveness in terms of student learning, in utilizing computer-assisted instruction, educational technology, media and materials, constructing and analyzing a variety of assessment tools, attending all scheduled NEU meetings and seminars that are required, self-assess teaching effectiveness and areas needed for professional growth, incorporating skills for building self-esteem in students, collaboration and consultation skills, dresses and groom appropriately and has a good posture, pleasant and modulated voice, mentally and emotionally sound, well informed on current social problems and issues, performs tasks cheerfully and willingly, shows initiative and resourcefulness. Majority of the respondents rated their student-teacher/s very satisfactory of use teaching/learning theory and knowledge of developmental differences in planning for instruction is outstanding, teaching lessons with accurate content, completing 300 hours of in-campus training, resulting in demonstrated student learning, demonstrating the use of clear, correctly written and oral skills, free from bad speech, habits and mannerisms. On the other hand, majority of the respondents answered that the cause in lacks of the readiness of professional and personal qualities is lack in professional training and the effect this is the teaching performance is not performed well. This research study can be of large benefit for the In-campus Students-teachers as they will function the total teaching role by maintaining and undertaking all duties and activities normally performed by the cooperating teacher throughout their off-campus training. This study aimed to show the readiness of the in-campus student-teachers for the off-campus training.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms