Constructing a Challenging Instruction Repertoire in a Private Institution

Abstract

This study determined to gauge if the given program outcomes for teacher education programs are evident as well as the indicators for beginning teachers are gained by the fourth-year students. This study used a mixed-method utilizing a sequential explanatory design which implies collecting and analyzing quantitative and then qualitative data in two consecutive phases within one study. A survey – questionnaire adapted from a standardized questionnaire, the Course Description Alignment Tool, which was used in the study "General Education Science and Mathematics Courses of Philippine Normal University’s Outcomes-based Teacher Education Curriculum: Intents and Actualities," was utilized for the study. The statistical treatments used were proportion, weighted mean and Pearson Product Moment Correlation Coefficient. It was found out that on the extent of the implementation of the Teacher Education programs based on the Commission on Higher Education (CHED) Program Outcomes, the respondents had with them more evident traits from the indicators which were common to all types of schools, given that of the five indicators, all four have a weighted mean interpreted as very evident and only one indicator was just evident. The average weighted mean for the indicators on the program outcomes common to all types of schools was higher than that of the program outcomes common to the discipline. On the extent of the implementation of the Teacher Education programs based on the Department of Education’s Beginning Teacher Indicators from the Philippine Professional Standard for Teachers (PPST), with the seven domains where the indicators were grouped, the respondents had very evident traits on the indicators for domain 2 which was on the learning environment and domain 7 which was on personal growth and professional development. It was concluded that on the implementation of the teacher education programs there were evidences that the students were able to have the required qualities or anticipated traits to become a beginning teacher based on the Philippine Professional Standards for Teachers (PPST) and the Program Outcomes of the Commission on Higher Education (CHED). This implied that the teacher education program had already met some necessary areas for producing a set of good quality educators for schools. It was recommended that a professional and instructional development plan be adopted.