PROBLEMS AND MOTIVATIONAL FACTORS OF BACHELOR OF SECONDARY EDUCATION IN MATHEMATICS

STUDENT TEACHERS DURING THEIR PRACTICE TEACHING

CHAPTER 1

INTRODUCTION

The chapter 1 of this research presents the following: background of the study, statement of the
problem, theoretical and conceptual framework, significance of the study, scope and limitation Nd
definition of terms.

Background of the study

In the task of nation building, the teachers play a great role in the education of the future leaders of the
country. To assume this role, the regional normal schools and teacher education institutions are
entrusted with the prime responsibility of producing competent and quality teachers especially in the
field of Mathematics. To this end, normal schools and teacher education institutions should endeavor to
provide the best training for prospective teachers. Included as one of the aspect of professional training
is student teaching or practice teaching.

The study will be conducted in BSED Mathematics student of Northwestern Visayan Colleges at Allan
Salas Quimpo Building, Capitol site, Estancia, Kalibo, Akaln.

This research is based on the International Journal of advance research in ISSN:2278-6236 Management
and Social Sciences Impact Factor: 6.284 Vol. 5 / No. 6.

Number one, for the researcher to determine the Problem and Motivational factors of BSED
Mathematics student teachers during their practice teaching.

The proposed research will and would be beneficial; number two for numbers of Mathematics student
teaching in their preferred profession in the academic. And number three this study would greatly
benefit future researchers as a source for the review of related literature.

Statement of the Problem

The research generally aims to determine the problems and Motivational factors of BSED
Mathematics student teachers during their practice teaching. The study aims to find out what are the
Problems affecting the student teacher during their practice teaching and what are the Motivational
factors that the performance of student teacher during their practice teaching.

This research will specifically answer the following.

1. What are the Factors that will affect the student teacher during their practice teaching?

2. How will this factors will affect their performance?

3. How will the demographic profile of the respondents will determine the problem and Motivational
factors during practice teaching?

Theoretical Framework
 Good teaching practice is a key influence on student learning- a desired outcome and primary
goal of higher educational institutions. Teachera strive to meet the principles of good practice in an effort
to provide the best learning experience for their students. Practice teaching is of paramount importance
in the vocational training of student teachers. It is this immersion into the real world of school that
prepares the student in making the transition from trainee to professional. Practice teaching plays
important part in their development as teachers by providing a context wherein they could merge theory
and practice, find their own teaching and management atyles as well as cope with the demands of multi-
tasking that being in a classroom demands. The important aspect of school-based teaching practice is
that it provides trainee teachers with the opportunity to integrate different types of knowledge and use
them in specific school context. In by applying their general pedagogical knowledge and their specific
knowledge of each subject. At the same time, they must also take into account the characteristics of the
student s who are recipients of this teaching as well as the knowledge of the educational context in
which teaching takes place. The periods of initial teacher training and school-based teaching practice
take on major role in the training and professional development of the student teacher. It is during these
stage that student teaches form theories which will guide them through the multiple, varied and
complex pathway of teaching. The primordial role of the teacher trainer, then, is neither descriptive nor
prescriptive, but rather mediating and facilitating, where efforts are made to provide student teachers
with opportunities to be protagonists in their own learning and training.