Abstract
This study explores the extent of the performance of the pre-service teachers as they engaged themselves in actual teaching. It further investigates on what are the highlighted experiences as they performed their responsibilities as pre-service teachers. A mixed-method was utilized to gather pertinent data. The quantitative research method, with the use of a survey questionnaire, was adopted to rate the pre-service teachers' teaching performance. The raters were the teachers who directly supervised the pre-service teachers. Frequency and percentage distribution were used to confirm statistical assumptions for the background variables of the participants. The weighted mean was utilized to interpret the obtained responses using a 5-point Likert scale. Moreover, a qualitative research method through documentary analysis was used to examine the personal experiences of the pre-service teachers. Open-ended questions were asked from them. The theoretical framework used in this study is anchored on Kolb's experiential learning theory. Results reveal that the pre-service teachers' performance was rated from very good to excellent. The narrative essays of the pre-service teachers disclose their triumphs and trials. The themes that emerged from their essays include self-efficacy, character building, classroom management, and the production of teaching resources. The data gathered provided validation and a solid foundation for drawing out conclusions of this study. The results will aid future pre-service teachers to face with confidence of the challenges of actual teaching. Moreover, this study will be a basis in formulating initiatives to improve the Teacher Education Program of St. Paul University Philippines. Implications and directions for future research are likewise discussed.
Highlights
Teaching is more than a noble profession; it is a vocation
It is noted that in terms of the pre-service teachers’ personality, demonstration of lessons, methods of teaching, and classroom management were all assessed by the supervising teachers as Excellent with mean scores of 4.63, 4.26, 4.33 and 4.64 respectively
Along with the delivery of lessons is an organized classroom management, which is a critical part of effective classroom instruction
Summary
Teaching is more than a noble profession; it is a vocation. Vocation comes from the Latin word "vocare," which means “a calling.” Buijs [1] refers to it as any career choice, and it connotes a calling in life that consists of distinctive roles or functions. According to Kolb (15), this is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality that is people learn best through experience He further believed that learning is the process whereby knowledge is created through the transformation of novel experiences, through reflecting, conceptualizing, and testing its authenticity by applying them to similar future experiences. As the pre-service teachers engage themselves in classroom teaching, they are more likely to take ownership of the situation. Their experiences will help them adjust to the transition from being a teacher-student to becoming a professional teacher
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
