Exploring the Gap between Framework and Practice: A Student-Teaching Experience of the Secondary Mathematics Pre-Service Teachers
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Abstract
Educators and researchers stress the importance of student teaching in teacher preparation since the pre-service teachers are given the opportunity and the challenge to put into practice the different concepts and theories they acquired from their academic courses under the guidance of a professional teacher. The study was conducted to assess the student teaching experiences of the secondary mathematics pre-service teachers (SMPTs). The study used an explanatory design model, which is a mixture of quantitative and qualitative approaches. The quantitative approach involved the analysis of the actual teaching ratings and comments/suggestions given by the mentoring teachers of the SMPTs, while the qualitative approach involved the conduct of a one-on-one interview to purposively chosen participants to support the quantitative results. The study involved 73 graduating SMPTs from seven selected public and private Teacher Education Institutions (TEIs) in the Cordillera Administrative Region (CAR). The results indicate the strengths of the SMPTs as well as their shortcomings and challenges during their student-teaching experience. For instance, classroom management, teaching without the supervision of a cooperating teacher and impromptu teaching were among the problems that emerged in the duration of their student- teaching. These results are important in the improvement of the secondary mathematics teachers' preparation program, particularly in their student teaching experience.
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