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All Journal Randwick International of Education and Linguistics
Rebecca Rosario O. Bercasio
Center for Teaching Excellence, Bicol University, Legazpi city, Philippines
Arts Education Languange, Linguistic, Communication & Media Other

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Assessment of Practices in Integrating Environmental Education in the Teacher Education Program Rebecca Rosario O. Bercasio
Randwick International of Education and Linguistics Science Journal Vol. 2 No. 4 (2021): RIELS Journal, December
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v2i4.359

Abstract

The study aimed to assess the mainstreaming of environmental education in the Teacher Education curriculum. It used descriptive research design using qualitative approaches. Data were gathered using a rubric, documentary analysis, class observations, focus group discussion, and interview. Respondents and informants consisted of faculty-implementers, students, officials and administrative personnel. Each class in the different disciplines was observed by three class observers. The focus group discussion involved 35 students and the informal interview involved randomly selected class observers and key persons involved in the implementation of the project. Three dimensions were considered such as programmatic practices, organizational practices and context-specific practices. Assessment reveals the good practices in programmatic practices in terms of needs assessment and program design, in organizational practices in terms of governance, and context specific practices in terms of instructional materials development, delivery of the lesson, interaction with students, and assessment. Good practices serve as enabling factors for the successful mainstreaming of environmental education in the Teacher Education curriculum. Recommendations are provided to sustain the good practices and address those needing improvement.
Can We Teach Environmental Education in English Courses? Rebecca Rosario O. Bercasio
Randwick International of Education and Linguistics Science Journal Vol. 3 No. 1 (2022): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v3i1.402

Abstract

The preparation of teaching and learning resources in environment education (EE) is important because it supports the attainment of the goals of RA 9512 and addresses the lack of teaching and learning resources in EE (Kimaryo, 2011). Using mixed methods of research, the study aimed to review the English Education curriculum to identify entry points of EE integration using the Department of Environmental and Natural Resources (DENR) EE materials, and to develop and to validate exemplar session plans with EE integration in different English Education courses. Data were gathered using documentary analysis, assessment of the DENR EE materials, and assessment of the proposed session plans using rubric. Results show that the entry points for EE integration is adequate, and that the DENR EE materials are found to be appropriate, relevant, and highly flexible as instructional materials for EE integration in English courses. EE can be integrated in the different parts of the lesson such as the motivation, lesson proper and assessment. The proposed session plans were rated excellent by the jurors, and therefore serve as acceptable and relevant materials for the mainstreaming of EE in the English Education curriculum. Wide dissemination and pilot-testing of the session plans integrating EE are recommended.
Effectiveness of "Greening" the Professional Education Courses in Teacher Education Program in the National Network of Normal Schools Rebecca Rosario O. Bercasio
Randwick International of Education and Linguistics Science Journal Vol. 3 No. 3 (2022): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v3i3.530

Abstract

This study determined the effectiveness of the Professional Education lessons embedded with environmental concepts and principles using the materials from the Department of Environment and Natural Resources (DENR). It involved the 399 third Teacher Education students from the eight member institutions of the National Network of Normal Schools (3NS) during the first term of the academic year 2016-2017. Data gathering strategies were parallel pretest and posttest, focus group discussion, document analysis, and process documentation of the class project implementation. Data sources were the results of validated researcher-made Test on Environmental Concepts and Principles, focus group discussion, analysis of the curriculum guide, and the documentation of the students’ environmental project implementation. The t-test (4.443) between the pre-test mean of 14.50 and the post-test mean of 18.83 showed a significant increase in the test at 0.05 level of significance. The results show that the EE-enriched lessons in Professional Education courses were found effective in enhancing the level of environmental competence of the students based on the test results and supported by the students’ narratives and project implementation. The institutionalization of the integration of environmental education in the Professional Education courses in the Teacher Education curriculum is strongly recommended.
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