B2 Abejuela Experiences of Education Students in Field Study

7/31/2019 B2 Abejuela Experiences of Education Students in Field Study

1/22

EXPERIENCES OF EDUCATION STUDENTS

IN FIELD STUDY COURSES: BASIS FOR

AN IMPLEMENTATION MODEL

Glenda A. Abejuela, Ph.D.

Instruction Coordinator

Bicol University Tabaco Campus


2/22

CHED Memorandum No. 30, series of

2004Experiential Learning Courses


3/22

1. What competencies were developedby the students in the various FieldStudy Courses as assessed by the

students themselves and by their FieldStudy Professors?

2. What were the significant experiences

of the students in their Field StudyCourses based on their reflections?


4/22

3. What problems in Field Study Courses were

experienced by: a. FS Students, b. FS Faculty

Members and c. FS Resource Teachers?

How were these problems resolved? What

solutions were undertaken, if any?

4. What FS model of implementation can bedeveloped as a result of the study?


5/22

KnowledgeSkills

Experiences

Hands-on learning inactual setting

Meaningful

Learning

Concrete ExperienceReflective

ObservationAbstract

ConceptualizationActive Experimentation

ObservationImitationModeling

Deweys Theory

Kolbs Theory Banduras Theory

Vygotskys Theory

Figure 1. The Theoretical Paradigm of the Study


6/22

o Research Method

o Sources of DataPortfolio

The Respondents

FS students

- 261 Third Year BSED students (186 were from BUCE, 44from BUTC and 31 from BUPC.

- 250 4th year BSED students (172 came from BUCE, 35

from BUTC and 43 from BUPC)- 27 students (3 representatives per ability group per

campus)

FS Professors (15)

Resource Teachers (47)


7/22

FS 1

determines an environment that provides

social, psychological and physical

environment supportive of learning.

FS 2

identifies varied methods and strategies,

instructional materials and assessment tools

used in the learning environment

FS 3 appraises the effectiveness of displays as

learning resources


8/22

FS 4 focuses on the ideal that the teacher serve as

positive and powerful role models of the values

in the pursuit of learning of different kinds

FS 5 provides meaningful and comprehensive

knowledge about the different assessment

tools

FS 6 reflects on the extent of the attainment of

professional development goals


9/22

experienced direct involvement in the classesobserved (supervising the test, sharing ideas inthe topic being discussed by the Resource

Teacher and class teaching for two times) ; experienced an indirect involvement in the

learning process (making a lesson plan andanswering the test given by the teacher to the

class);

enjoyed giving critical insights and suggestionswhile completing the learning episodes


10/22

experienced how it felt being greeted,

welcomed, and appreciated by high school

students ;

observed and were impressed by the ability of

their Resource Teachers in facilitating learning;

witnessed the skills of their Resource Teachers

in employing instructional technology ;

developed skills in constructing table of

specifications, rubrics and in doing item

anal sis


11/22

acknowledged personal enhancement during

field observation (coping with awkwardness,

strengthening their writing skills and vocabulary,

learning to manage time effectively, andimproved their ability to socialize with others

thereby developing their confidence and

character); developed love for the teaching profession while

observing the class and the Resource Teachers ;


12/22

FS schedule (conflict in schedule; holidays)

Financial Problem (expensive subject)

Time management (requirements; work)

Cooperating School (distance & location; school

environment; school facilities)

Resource Teachers (uncooperative; highexpectations; absences; observing student

teachers)

FS Professors (lack of guidance)


13/22

Requirements of the Course (stressful;

difficulty in making reflections; alienation to

some topics; lack of skills and creativity)

Poor self-esteem of the students

Great number of students in a group

(representative observation)


14/22

Irregular attendance of FS students

Conflict in schedule

Time management of the students

Assessing students outputs

Reported problems with the Resource Teachers

Dissatisfaction of one (1) unit load for an FS

Course

Poor writing skills of the students

Monitoring of FS students


15/22

Discipline and attitudes of FS students

Irregular attendance

Schedule of their observation

Documentations made by FS students

Number of FS students observing their classes

Expectations of FS students No knowledge of what they will be observing


16/22

TheoryActual

classroom

setting

Experiential

learning

Cooperating Schools

Resource Teachers

TEI/Prof. Ed

ProfessorsFS Students

Administrative Concerns

Schedule of FS Classes

Deployment of Students

System for Monitoring

the Students in the Field

Incentives to

CooperatingSchools & Resource

Teachers

Selection of Cooperating

Schools

Orientation of Resource

Teachers

Academic Concerns

Unit Credit of FSCourses

Orientation of FS

Students

Curricular Reform

Selection of the FS

Professors

FS Course

Requirements

Regular Dialogue withFS Professors

Processing of

Reflections

Emphasis on

Reflective Activities

Self Assessment and

Peer Assessment

Selection of Resource

Teachers

Organized Institutional

Plan

Provision of Regular

Feedbacks with the

Teacher EducationInstitutions (TEIs)


17/22

The FS students need to develop the competencies alongthe learners development, the teaching-learning process,technology in the classroom, the curriculum, learningassessment strategies and on becoming a teacher by

learning more for their improvement. The experiences of FS students based on the documentary

analysis of their portfolio relative to their involvement inthe classes observed, their interaction with the high

school students and Resource Teachers and on thedeveloped technical skills and personal enhancement thatdeepened their love for the teaching profession furtherexpose them to classroom realities that they can employ

later.


18/22

The FS students, FS Professors, and Resource

Teachers encountered a common problem in the

implementation of FS Courses such as discipline

of students, conflict of schedule, timemanagement of the students, and

accomplishment of the requirements in FS

Courses. The various problems met enable themto find solutions which they can apply later.


19/22

The proposed implementation for FS Courses put

emphasis on the vital roles of TEIs along

administrative and academic concerns; the FS

students to feel the importance of meaningfulexperiential learning and of cooperating schools

and Resource Teachers being TEIs active partner

in providing hands-on experiences to FSstudents.


20/22

The competencies expected to develop in various FSCourses should be looked into by Professorshandling Professional Education Courses, where FSCourses are anchored. Since FS courses serve as thelink between educational theories and practices, it isbut necessary for them to build strong theoreticalfoundation for the fullest development of students

as new breed of teachers. Likewise, they should alsobe the ones handling FS Courses to verify correctly ifthe students successfully relate the theories learnedin the classroom to that of the practices observed in

their Resource Teachers.


21/22

The FS Professors and the Resource Teachers shouldalways set positive role models to the Educationstudents in the pursuit of quality education, invaluing learning and education at all times and inpursuing a life of purpose and meaning.

The Teacher Education Institutions should adopt astricter admission and retention policies in the

teacher education programs. Since teachingdemands the best but a difficult job, it is proper toadmit students who have interest in teaching ratherthan those who were rejected from other courses

and/or those forced by their parents or relatives.


22/22

Resource Teachers should continue to improveand upgrade their teaching skills with innovativeteaching strategies, stimulating motivational

techniques, appropriate assessment tools andfull utilization of multimedia for the sake of FSstudents and much for the their students.

Another study will be conducted that will cover

both the FS and Practice Teaching as componentsof Experiential Learning Courses to determinehow effective the student teachers could apply

the experiences acquired in FS Courses

Documents

B2 Abejuela Experiences of Education Students in Field Study