Filipino Prospective Teachers' Experiences in Teaching in K12 Science Curriculum: A Cross-Sectional Research

Autor/inn/en	Antipolo, Ace Mark R.; Rogayan, Danilo V., Jr.
Titel	Filipino Prospective Teachers' Experiences in Teaching in K12 Science Curriculum: A Cross-Sectional Research
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 7 (2021) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Preservice Teachers; Elementary School Science; Secondary School Science; Curriculum Development; Science Education; Biology; Physical Sciences; Pedagogical Content Knowledge; Alignment (Education); Teacher Education Curriculum; Spiral Curriculum; Teaching Experience; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Naturwissenschaftliche Bildung; Biologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Pädagogische Kompetenz; Spiralcurriculum; Ausland; Philippinen
Abstract	The K12 science curriculum in the Philippines uses spiral progression which is a concept of learning approach where students revisit the same topics throughout their school career that increases complexity and reinforcement of previous learning. This cross-sectional study determined the experiences of Filipino prospective science teachers (PSTs) specializing in biology and physical science in teaching in the K12 science curriculum with emphasis of their challenges. The respondents of this study were 30 PSTs in five teacher education institutions (TEIs) in Central Luzon, Philippines. Results revealed that the PSTs rarely experience teaching challenges in the K12 science curriculum in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and in personal growth and professional development. No significant differences were noted in the challenges of PSTs when grouped according to profile variables. A positive significant moderate to high correlations were noted between and among the challenges variables. The study suggests that the administration continuously spearhead in-house seminars and equip prospective teachers with innovative teaching strategies. TEIs may also consider curriculum review to align the course syllabi in the teacher education curriculum to the Department of Education curriculum. Schools may further evaluate the policies, standards, and guidelines of the teacher education curriculum to make the science education degree programs relevant. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01