Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Jamina G. Camayang
Quirino State University
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Learning together, learning deeper: A little teacher assisted learning engagement Jamina G. Camayang; Romiro G. Bautista
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21070

Abstract

Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. 
Teaching in the midst of the pandemic: Insights and perspectives from the lenses of the pre-service teachers Jamina G. Camayang; Romiro G. Bautista
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23016

Abstract

The experiences of the pre-service teachers in their student teaching (ST) program are crucial as they bridge the divergence between their dependence to their cooperating teacher under the wings of their four-year teacher training program and their emancipatory leap towards autonomy in the field of actual teaching. This study was designed to document the experiences of the pre-service teachers in their pandemic ST for the school year 2020-2021. Describing their experiences and identifying factors contributing to their experiences are ways of analyzing this phenomenal issue in our educational state. Employing the qualitative research design using Phenomenology as point of inquiry, 18 pre-service teachers eloquently narrated their experiences in this pandemic education. The following experiences are documented: challenging and engaging, experiences are superficial, ST is best done via face-to-face, and ST is hopeless this pandemic. On the other hand, the known factors affecting the informants’ pandemic education experiences include poor internet connectivity, lack of gadgets, technological know-how, feedback is not enough, and inattentive, distracted students. Based on the foregoing results and on the parameters of this study, it is concluded that the pre-service teachers who had their ST in the school year 2020-2021 in a state university in the Philippines did not practice well as they were confronted with mounting roadblocks in optimizing their potentials in teaching. It is further recommended that a revision on the current framework of the program is necessary in order to fully optimize the learning experiences of pre-service teachers.
Co-Authors Romiro G. Bautista