Abstract
This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.
Highlights
Outcomes-Based Education (OBE) and policies had evolved during the 1990s
In the research project conducted at SPUP, with the deans, associate deans, program coordinators, faculty, as well as graduate students of the university who teach in other Teacher Education Institutions (TEIs) in the region as participants, the level of participants’ understanding of OBE is only fairly satisfactory; most of these faculty members claim that they know what OBE entails, but they experience problems with its implementation, in the preparation of teaching materials and other learning resources as guides to OBE-based teaching
This study, “Development of OBE-based Teaching Guides for Enhancing the Delivery of the Teacher Education Courses” was conceived. These teaching resources can assist the Commission on Higher Education and Teacher Education Institutions (TEIs) in the implementation of the OBE-based teaching approach. 1.1 Research Framework Outcome-based education is a method of teaching that focuses on what students can do after they are taught or at the end of the period of schooling and what qualities should they possess when they graduate from the school or program (Lawson, 2007)
Summary
Outcomes-Based Education (OBE) and policies had evolved during the 1990s. Since educators worldwide have been increasingly focusing their efforts on what is being called “outcomes,” “competencies,” or “standards” (Lam, 2009). If teachers acquire comprehensive knowledge, understanding, and OBE applications, they will be equipped with the necessary skills to facilitate the effective implementation of OBE in the classroom This means that teachers have to be effectively trained to be able to understand meaningfully OBE concepts, principles, and standards as well as its challenges, how to utilize a variety of methods/strategies, and to prepare teacher support materials to facilitate the delivery of the lessons and to assess the extent to which outcomes have been achieved. For these reasons, this study, “Development of OBE-based Teaching Guides for Enhancing the Delivery of the Teacher Education Courses” was conceived. These teaching resources can assist the Commission on Higher Education and Teacher Education Institutions (TEIs) in the implementation of the OBE-based teaching approach. 1.1 Research Framework Outcome-based education is a method of teaching that focuses on what students can do after they are taught or at the end of the period of schooling and what qualities should they possess when they graduate from the school or program (Lawson, 2007)
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