International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
2.7. Personal growth and professional development?
3. Is there a significant difference in the perception of the student-teachers, critic teachers, and intern
supervisors on the competency of SUCs student-teachers?
4. Is there a significant relationship between the competency of the student-teachers and the identified
variables in their profiles?
5. Based on the findings, what monitoring strategy can be proposed?
HYPOTHESES
Based on the aforementioned research problems, the following were the hypotheses of the study:
Ho1. There is no significant difference in the perception of the student-teachers, critic teachers, and intern
supervisors on the competency of SUCs student-teachers.
Ho2. There is no significant relationship between the competency of the student-teachers and the identified
variables in their profiles.
THEORETICAL FRAMEWORK
This study is primarily anchored on the Teacher Education and Development Program’s (TEDP) Teacher
Performance and Development Framework that is based upon the core values of Filipino teachers and on the
principles of effective teaching and learning. The framework is divided into seven (7) domains that represent the
desired features of the teaching and learning process. These domains incorporate a series of strands of desired
teaching performance statements which can be identified as performance indicators that are observable
indicators of quality of a teacher’s performance. The seven domains are: social regard for learning; learning
environment; the diversity of learners; curriculum; planning, assessing ad reporting; community linkages; and
personal growth and professional development.
Each of these domains becomes a part of a set of Competency-Based Teacher Standards that leads to a
National Teacher Performance and Development Framework. This framework allows teachers to self-assess
their own performance against the competency standards in order to identify areas of strength as well as the
areas that need to be developed further in order for them to function more effectively as facilitators of learning.
The seven domains
Social regard for learning. This domain focuses on the ideal that teachers and prospective teachers serve as
positive and powerful role models of values in the pursuit of learning of different kinds of the effort to learn.
The teacher’s actions, statements, and different types of social interactions with students exemplify this ideal.
The teaching model is further described by Wagner and McCombs (1995) when they write, “teachers decide
for the learner what is required from outside by defining characteristics of instruction, curriculum, assessment,
and management to achieve desired learning outcomes”. The teaching model seems to place much of its energy
on the process of teaching and less concern on what is learned or how it is learned.
Learning environment. This domain focuses on importance of providing for a social, psychological and
physical environment within which all students, regardless of their individual differences in learning, can engage
the different learning activities and work towards attaining high standards of learning. The pre-service teacher is
expected to understand the implication of providing sound learning environment. According to Astrand (2001),
relationships, activities, and time define the learning environment.
Diversity of learners. This domain emphasizes the ideal that the teachers can facilitate the learning process
in diverse learners by first recognizing and respecting individual differences, then using knowledge about
students’ differences to design diverse sets of learning activities to ensure that all students can attain desired
learning goals. Such should be the focus of the prospective teachers in this domain.
Curriculum.In this domain, the teachers and prospective teachers will learn all the elements of teaching
learning process that work in convergence to help students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of
subject matter and the learning process, teaching-learning approaches and activities, instructional materials and
learning resources.
Planning, assessing and reporting. The domain refers to the alignment of assessment and planning
activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teachinglearning
plans, (2) the integration of assessment procedures in the plan and implementation of teaching-learning
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