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All Journal Journal of Social Knowledge Education (JSKE) International Journal of Teaching and Learning (INJOTEL)
Normita Lugtu
Bataan Peninsula State University
Humanities Economics, Econometrics & Finance Education Environmental Science Mathematics Social Sciences Other

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DISARMING WORDS: PRE-SERVICE TEACHERS’ PEDAGOGICAL APPROACHES IN CATAPULTING LANGUAGE SENSITIVITY TOWARD A HARMONIZED INSTRUCTIONAL PLAN Normita Lugtu; Ryan Pecson
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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Abstract

Words, as a double-edged sword, can make or break a child. As society and education progress, inclusivity in diversity has become the norm, mandating that academic institutions and educators become more responsive to progressive approaches in instructional delivery, thereby contributing further to SDG No. 4 (Quality Education) and statutory and regulatory requirements. However, limited studies highlight the need for preparatory practices to equip future educators to foster inclusive education. With that information, the study examines the pedagogical approaches of pre-service teachers in promoting language sensitivity practices among public secondary students during their internship program, employing a descriptive survey design in quantitative research. The study focuses on (i) the profile of pre-service teachers; (ii) their pedagogical approaches used, (iii) the significant difference in their practices, and (iv) the proposal of a harmonized instructional plan. Eighty (80) pre-service teachers, comprising 65 females and 15 males, who are deployed to public secondary schools in the City of Balanga and Bataan, Philippines, and who handle students in Grades 7 to 10, are purposively selected to serve as respondents for the survey. Upon validation and reliability assertion of the research instruments, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Descriptive and inferential statistics are employed to analyze the data. The findings reveal that pre-service teachers are predominantly female and typically handle higher grade levels (Grades 9 and 10), with a high utilization of approaches to promote language inclusivity. A significant difference in their practice is observed when grouped by sex, while there is no significant difference in terms of the year level handled. At the outset, a comprehensive, harmonized instructional plan is introduced.
Pre-service Teachers’ Language Sensitivity Experiences and Endeavors During Internship Program: Insights for Character and Social Education Ryan Pecson; Normita Lugtu
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i1.2700

Abstract

Purpose of the study: What teachers say in class affects learners' behaviours and understanding. As a harbinger of equitable and transformative education, teachers are mandated to promote sensitivity and inclusivity, making it imperative to conduct studies contextualizing preparatory practices to equip future teachers (pre-service teachers) in fostering inclusive education and social inclusion as part of their internship program. Methodology: The study examines the challenges experienced, strategic measures applied, and instructional resources utilized by pre-service teachers in promoting language sensitivity practices among public secondary schools during their student teaching program through the lens of descriptive qualitative (exploratory study) research. Fifteen (15) pre-service teachers acting as team leaders in their respective schools in the City of Balanga and Bataan, Philippines, handling Grades 7 to 10 students, are purposively selected as key informants for the interview. Upon validation of the research instrument, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Thematic analysis, proposed by Braun and Clarke (2006), is employed for the data analysis. Main Findings: The findings reveal that teaching language sensitivity faces key challenges, including a lack of awareness, peer influence, and the normalization of insensitive language. Such challenges may implicate character education initiatives, specifically in catapulting the roles of student-teachers as agents of social value formation. However, strategies to address such challenges are evident, such as vocabulary building, creating safe learning environments, and experiential learning. Instructional resources range from visual aids and reflective writing to multimedia resources and interactive activities. Novelty/Originality of this study: The study posits novelty in its approach in contextualizing language sensitivity endeavors through the lens of pre-service teachers to intensify technical assistance during their internship program
Co-Authors Ryan Pecson