Abstract—Professional Education 13 or the Practice
Teaching is the summit of the pre-service training of the
aspiring educators. Thus, it is the period in which theories are
applied in the actual classroom teaching where practice
teachers are expected to be equipped with the necessary
competencies in order to meet the challenges of the 21st century
ASEAN teaching profession.
Using both quantitative and qualitative analyses, this study aims to evaluate the actual teaching of the pre-service teachers through their cooperating teachers in the cooperating schools in Mandaluyong and Pasig Cities. The study aims to identify the level of competencies of the practice teachers in terms of knowledge, skills and attitude, determine the feedback of the cooperating schools, compare the level of competency of the practice teachers and related variables and identity the gaps between theory and practice to improve the quality of pre-service teaching.
The study reveals that the student teachers’ level of competencies in knowledge, skills and affective domains were found to be outstanding based on the feedback of the cooperating schools. However, there is a significant difference between their level of competencies and specialization. Furthermore, the result disclosed that the dominant feedback of the cooperating schools among the practice teachers is commendable.
Index Terms—Cooperating teachers, competency levels, practice teaching, student teachers.
The authors are with Rizal Technological University, Philippines (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Lynn M. Besa, Edna P. Cabrera, and Arlene Grace C. Diaz, "From Input to Output: The Off-Campus Practice Teaching Experience," International Journal of Information and Education Technology vol. 8, no. 5, pp. 376-380, 2018.