EXPERIENCES OF EDUCATION STUDENTS IN FIELD STUDY COURSES: BASIS FOR AN IMPLEMENTATION MODEL

Glenda A. Abejuela, Ph.D. Instruction Coordinator Bicol University Tabaco Campus

INTRODUCTION
CHED

Memorandum No. 30, series of

2004 Experiential Learning Courses

STATEMENT OF THE PROBLEM

1.

2.

What competencies were developed by the students in the various Field Study Courses as assessed by the students themselves and by their Field Study Professors? What were the significant experiences of the students in their Field Study Courses based on their reflections?

STATEMENT OF THE PROBLEM

3.

4.

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? What FS model of implementation can be developed as a result of the study?

Deweys Theory

Knowledge Skills Experiences

Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

Meaningful Learning

Observation Imitation Modeling

Kolbs Theory

Banduras Theory

Hands-on learning in actual setting

Vygotskys Theory

Figure 1. The Theoretical Paradigm of the Study

RESEARCH DESIGN AND METHODOLOGY

o o

Research Method Sources of Data

Portfolio The Respondents

FS students
- 261 Third Year BSED students (186 were from BUCE, 44 from 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)

COMPETENCIES DEVELOPED BY EDUCATION STUDENTS IN FIELD STUDY COURSES

FS Course FS 1 Rank 1 among the Competencies
determines an environment that provides social, psychological and physical environment supportive of learning. identifies varied methods and strategies, instructional materials and assessment tools used in the learning environment appraises the effectiveness of displays as learning resources

FS 2
FS 3

COMPETENCIES DEVELOPED BY EDUCATION STUDENTS IN FIELD STUDY COURSES

FS Course Rank 1 among the Competencies
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 provides meaningful and comprehensive knowledge about the different assessment tools reflects on the extent of the attainment of professional development goals

FS 4

FS 5

FS 6

SIGNIFICANT EXPERIENCES IN FIELD STUDY COURSES

experienced direct involvement in the classes observed (supervising the test, sharing ideas in the 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 and answering the test given by the teacher to the class); enjoyed giving critical insights and suggestions while completing the learning episodes

SIGNIFICANT EXPERIENCES IN FIELD STUDY COURSES

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 analysis

SIGNIFICANT EXPERIENCES IN FIELD STUDY COURSES

acknowledged personal enhancement during field observation (coping with awkwardness, strengthening their writing skills and vocabulary, learning to manage time effectively, and improved 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 ;

PROBLEMS ENCOUNTERED BY FS STUDENTS

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; high expectations; absences; observing student teachers) FS Professors (lack of guidance)

PROBLEMS ENCOUNTERED BY FS STUDENTS

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)

PROBLEMS ENCOUNTERED BY FS PROFESSORS

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

PROBLEMS ENCOUNTERED BY FS RESOURCE TEACHERS

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

Theory

Experiential learning
FS Students

Actual classroom setting

Cooperating Schools Resource Teachers

TEI/Prof. Ed Professors
Administrative Concerns Schedule of FS Classes Deployment of Students System for Monitoring the Students in the Field Incentives to Cooperating Schools & Resource Teachers Selection of Cooperating Schools Orientation of Resource Teachers Academic Concerns Unit Credit of FS Courses Orientation of FS Students Curricular Reform Selection of the FS Professors

FS Course Requirements Regular Dialogue with FS 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 Education Institutions (TEIs)

The Implementation Model for Field Study Courses

CONCLUSIONS

The FS students need to develop the competencies along the learners development, the teaching-learning process, technology in the classroom, the curriculum, learning assessment 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 in the classes observed, their interaction with the high school students and Resource Teachers and on the developed technical skills and personal enhancement that deepened their love for the teaching profession further expose them to classroom realities that they can employ later.

CONCLUSIONS

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, time management of the students, and accomplishment of the requirements in FS Courses. The various problems met enable them to find solutions which they can apply later.

CONCLUSIONS

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 meaningful experiential learning and of cooperating schools and Resource Teachers being TEIs active partner in providing hands-on experiences to FS students.

RECOMMENDATIONS

The competencies expected to develop in various FS Courses should be looked into by Professors handling Professional Education Courses, where FS Courses are anchored. Since FS courses serve as the link between educational theories and practices, it is but necessary for them to build strong theoretical foundation for the fullest development of students as new breed of teachers. Likewise, they should also be the ones handling FS Courses to verify correctly if the students successfully relate the theories learned in the classroom to that of the practices observed in their Resource Teachers.

RECOMMENDATIONS

The FS Professors and the Resource Teachers should always set positive role models to the Education students in the pursuit of quality education, in valuing learning and education at all times and in pursuing a life of purpose and meaning. The Teacher Education Institutions should adopt a stricter admission and retention policies in the teacher education programs. Since teaching demands the best but a difficult job, it is proper to admit students who have interest in teaching rather than those who were rejected from other courses and/or those forced by their parents or relatives.

RECOMMENDATIONS

Resource Teachers should continue to improve and upgrade their teaching skills with innovative teaching strategies, stimulating motivational techniques, appropriate assessment tools and full utilization of multimedia for the sake of FS students and much for the their students. Another study will be conducted that will cover both the FS and Practice Teaching as components of Experiential Learning Courses to determine how effective the student teachers could apply the experiences acquired in FS Courses.