Exploring the Gap between Framework and Practice: A Student-Teaching Experience of the Secondary Mathematics Pre-Service Teachers

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Carmelo W. Madinno


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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