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Maripaz C. Abas

Cotabato City State Polytechnic College

Author-ID : 2413188

Humanities Education Library & Information Science Social Sciences Other

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Articles

Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching Maripaz C. Abas
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 2: June 2016
Publisher : Institute of Advanced Engineering and Science

Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of student teachers. This paper focused on the perspectives of graduating pre-service teachers regarding their difficulties related to administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their 17-hour field observation in selected private and public secondary schools. An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and three school principals who were chosen purposively. Results of descriptive statistical analysis served as basis for the design of qualitative interview and focus group schedules which helped the researcher to explain, or elaborate on the quantitative results” [1]. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies

Application of Employability Skills and Contextual Performance Level of Employees in Government Agencies Maripaz C. Abas
Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016
Publisher : Intelektual Pustaka Media Utama

The widespread practice of contractualization even in government institutions is a big challenge facing newly-hired employees in seeking a stable position. Researchers have argued that the quality of practice of employability skills could help employees have better job performance, provide them better working condition or status, and consequently meet the higher expectations of employers. The present study employs descriptive research design to explain the extent of application of employability skills and contextual performance. Based on The Conference Board of Canada’s Employability Skills 2000+ and Borman and Motowidlo’s Taxonomy of Contextual Performance, two sets of survey questionnaires were adopted to gather data from 220 respondents representing employers and employees from 25 government institutions. Data analysis showed that novice employees in public institutions applied their employability skills such as fundamental, personal management and teamwork skills to some extent. Moreover, results revealed that employees had satisfactory contextual performance. Thus, this may suggest that the application of employability skills and contextual behaviors should be enhanced to meet the increasing and complex challenges of their respective government agencies.

Pre-Service Teachers’ Experiences during Off-Campus Observation: Basis for Improving the Roles of Teacher Education Institutions and Cooperating Schools Maripaz C. Abas
Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016
Publisher : Intelektual Pustaka Media Utama

Observing experienced teachers is an indispensable part of practicum studies in teacher education. This paper examined the perceptions of pre-service teachers from five major fields of teacher education program on their experiences during off-campus observation in selected secondary schools. This used qualitative content analysis method in order to “subjectively interpret the content of text data through the systematic classification process of coding and identifying themes or patterns” (Hsieh and Shanon, 2005 p. 1278) . Data were taken from 136 pre-service teachers through open-ended questions and two high school principals, 10 cooperating teachers, six student supervisors and 12 pre-service teachers through Focus Group Interview (FGI) and Key Informant Interview (KII). Codes and emerging themes were derived using content analysis. Results showed 18 themes for desirable experiences and 24 themes for undesirable experiences. Pre-service teachers’ experiences mostly focused on students’ attitudes and behaviors. Suggestions to improve off-campus observation from multi-level participants of the study concentrated on preparedness, orientation programs, supervision and monitoring, personal attributes and roles, values, attitudes and behaviors, deployment, post conferences, supervisory plan, observation policies and guidelines, required documents, seminars, time management, evaluation, coordination, and cultural diversity. To sustain the desirable experiences, both cooperating teachers and student supervisors believed that their roles were to serve as model, guide, leader, monitor, planner, and motivator. The varied experiences of pre-service teachers imply that Teacher Education Institutions (TEIs) and cooperating schools should provide opportunities, develop competencies, take responsibilities and strengthen partnership to enhance off-campus observation.

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