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All Journal Indonesian Journal of Learning Education and Counseling Edukasiana: Jurnal Inovasi Pendidikan Journal of Education and Culture International Journal of Social and Education (INJOSEDU)
Rivera, Kimberly
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Field Study Experiences of Pre-service Teachers in the Philippines Comia, Mayka; Labine, Bae Mae; Carolino, Camela; Torno, Ella Mariz; Valenton, Kizel; De Guzman, Lindsay; Dela Fuente, Shannen Kyla; Rivera, Kimberly
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i4.935

Abstract

Field study courses are part of the university’s curriculum, which pre-service teachers are required to take. These courses allow them to apply what they have learned from their chosen programs and gain real-world experience in the teaching profession. The journey in field study is an excellent way to learn about the responsibilities of a teacher and to develop one’s growth in professional knowledge, skills, and attitudes. This study described the challenges and opportunities encountered, as well as the coping mechanisms used, by pre-service teachers during their field study journey. Seven pre-service teachers from a Philippine state university, enrolled in the Bachelor of Secondary Education Major in English during the academic year 2023-2024, were purposely chosen as participants of the study. A qualitative narrative inquiry research design and validated researcher-made, open-ended interview questions were used. The findings revealed that the student teachers were most challenged in adjusting to a new environment, lesson planning, adjusting to their role as practicing teachers, dealing with personal struggles, and managing personal expenses. Meanwhile, the study revealed that the pre-service teachers encountered opportunities primarily through learning from resource teachers, trying out the teacher's role, handling students, adapting to various teaching-learning environments, using technology in teaching, and learning from students. The coping strategies they used included personal motivation or willingness to learn, effective time management, balancing personal struggles as student teachers, applying learning theories, applying previous learning and life experiences, and personal ingenuity. These findings may provide educational institutions with opportunities to intensify and improve their practice teaching curriculum.
PREFERENCES IN ONLINE LEARNING OF STS: PERSPECTIVES FROM STUDENTS Rivera, Kimberly
INTERNATIONAL JOURNAL OF SOCIAL AND EDUCATION Vol. 1 No. 6 (2024): September
Publisher : Pondok Pesantren Baitul Quran

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Abstract

In today's higher education setting, the integration of online learning has profoundly transformed pedagogical practices, particularly in Science, Technology, and Society (STS) education. This study investigates students' preferences for online learning in the context of STS at a state university in the Philippines. Using a researcher-developed questionnaire focused on Modality, Assessment, Relevance, and Interaction (MARIQ), the research examines various aspects of online learning methods and assessment practices. The study reveals that students prefer asynchronous learning modes and multimedia-rich content to enhance engagement and comprehension. These insights are vital for shaping curriculum design and instructional strategies, with an emphasis on the need for adaptable assessment methods and interactive learning platforms. Additionally, the study addresses challenges such as maintaining student engagement and improving technological competencies. It suggests potential areas for future research in adaptive technologies and innovative teaching approaches to further enhance STS education.
CHALLENGES AND ADJUSTMENTS OF HIGH SCHOOL TEACHER-MOTHERS MANAGING YOUNG CHILDREN WHILE WORKING FROM HOME Rivera, Kimberly
Jurnal Ilmu Pendidikan dan Budaya Vol 4 No 2 (2024): Journal of Education and Culture (JEaC)
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/jeac.v4i2.1846

Abstract

The COVID-19 pandemic brought great changes to teaching practices, particularly for secondary school teacher-mothers balancing online instruction and childcare. This study explores the lived experiences of teacher-mothers in the Philippines during the pandemic, denoting the challenges of managing their dual roles. The central focus is on how these women coped with the tension between professional duties and motherhood, especially when both roles demand attention simultaneously. Using narrative analysis of interviews with 16 teacher-mothers of young children, the research identifies four key themes: professional and parental challenges, coping strategies, personal well-being, and the need for support. These themes reveal the complexity of their experiences, including the emotional and logistical strain of fulfilling both roles during a crisis. The study’s findings suggest that policymakers and educational institutions must prioritize the well-being of teacher-mothers by implementing supportive measures such as reasonable work arrangements and access to childcare. While limited to one Philippine province, this research offers critical insights into the unique pressures faced by teacher-mothers and notes the importance of addressing their needs for a more equitable educational system. Future research should investigate the long-term effects of the pandemic on teacher-mothers and evaluate the effectiveness of support systems introduced during this time.
Understanding the work-life balance of female faculty members with young children in a state university Rivera, Kimberly; Isabel P. Martin
Indonesian Journal of Learning Education and Counseling Vol. 7 No. 2 (2025): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v7i2.2930

Abstract

This research investigated how university teacher-mothers with young children balance their professional and maternal roles. Using narrative analysis and thematic inquiry, the research investigated the challenge, coping mechanisms, and institutional support mechanisms required by five purposively chosen teacher-mothers from various campuses of a state university. Findings indicated that teacher-mothers experience perpetual challenges, including pressure from regular teaching, administrative tasks, research tasks, and extension and production activities. Balancing these roles with motherhood was complicated and draining, often resulting in work and family life conflicts. Coping mechanisms involved preparing lessons in advance, prioritizing childcare over work when needed, seeking assistance from family and community members, and strictly following official working hours to maintain clear boundaries. Participants emphasized the imperative need for institutional support, including an on-campus childcare facility and clear-cut policies for flexible working hours. These mechanisms would make it easy to find reliable childcare and offer much-needed flexibility to adjust to the unpredictable demands of caring for young children. This research surmises the need to develop family-friendly policies in academic institutions to develop a more inclusive and supportive environment for female faculty members. By recognizing their dual roles as educators and mothers, universities can achieve work-life balance and improve faculty well-being and productivity.
Co-Authors Carolino, Camela Comia, Mayka De Guzman, Lindsay Dela Fuente, Shannen Kyla Isabel P. Martin Labine, Bae Mae Torno, Ella Mariz Valenton, Kizel