Restructuring the student teaching program of the Manuel S. Enverga University Foundation College of Education

• Main Author: Baylongo, Joselina de la Torre
• Format: text
• Language: English
• Published: Animo Repository 1990
• Subjects: Student teaching > Philippines; Teachers > Training of; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1162
• Institution: De La Salle University

The study aims to develop a Restructured Student Teaching Program of the BEED curriculum for the Manuel S. Enverga University Foundation College of Education (MSEUFCE). The study evaluated the 1982-1987 student teaching program of MSEUFCE for the purpose of strengthening the program and meet the present needs of the clientele. In restructuring the program, the research project was directed by Borg & Gall's Research and Development Model. Literature review was conducted with emphasis on those major areas believed to be significant to the restructuring of the program, innovations on teacher education curricular content, student teaching and student teacher attitude toward change, administrative and supervisory factors required by student teaching, including student teacher performance, evaluation procedures, R & D programs and teacher in service education programs. Each of the major areas that are relevant to the effectiveness of teacher education program was examined for key concepts that may provide direction to the restructuring of the student teaching program. Guided by Borg and Gall's model the researcher reviewed and reformulated the student teaching program. Then field test of the program to determine its viability and establish its relevance and acceptability. The restructured student teaching program contained new features. It emphasized training of student teacher on remediation in its program objectives. Additional policies were incorporated covering grade point average and prerequisite courses for admission to the program. The length of observation period was increased from a minimum of one week to two weeks before a student teacher was allowed to take actual teaching. Actual teaching period was lengthened from 6 weeks to 8 weeks in both on and off-campus phases. A committee was organized to take charge of the over all implementation of the program plan. Findings on the level of effectiveness of the restructured program indicated significant increases in the post assessment results of the treatment program.