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EXPERIENCES OF EDUCATION STUDENTS
IN FIELD STUDY COURSES: BASIS FOR
AN IMPLEMENTATION MODEL
Glenda A. Abejuela, Ph.D.
Instruction Coordinator
Bicol University Tabaco Campus
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CHED Memorandum No. 30, series of
2004Experiential Learning Courses
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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?
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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?
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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
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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)
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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
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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
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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
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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
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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 ;
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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)
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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)
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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
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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
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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)
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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.
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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.
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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.
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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.
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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.
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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