From Students’ Lenses: What Constitutes Good Teaching?

Aquino, Avelina M.

doi:10.18178/ijlt.7.2.101-106

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Based on the cursory interviews conducted by the researcher, she discovered that many pre-service teachers wanted to be teachers because 1) their parents wanted them to; 2) their parents or siblings were also teachers; 3) there were no other choice; and 4) they flunked in desired courses. However, still, to some people, teaching may never be a daunting task if they have the passion for teaching (Aquino, 2021). It is in this contention that the researcher explored the transition experiences of the pre-service teachers throughout their practice teaching or practicum.…”

Section: Pre-service Teachers' Online Teaching Persona During the Tra...mentioning

confidence: 99%

Metaphoric Drawing of the Transition Into Teaching: What Preservice Teachers Reveal About Their Online Teaching Persona and Self-Efficacy?

Aquino¹

2022

IJEHSS

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To contain the spread of corona virus, the Philippine government officials ordered the cessation of classes; so, people had to stay at home. But, classes had to continue via online platforms. However, as pre-service teachers grow in their profession in their practice teaching, they must see the transition of such growth in experiences during their pre-service training, practice teaching or practicum in the university. Particularly in this study, the researcher described the thoughts of 20 BEED 4A students as key informants who were in their terminal year (graduating---4th year) in the College of Education---Pulilan Extension of the Bulacan State University---Philippines, during the 2nd semester of School Year 2021-2022. The researcher used the mixed method research (MMR) to collect and work with non-numerical data to interpret meaning from these data that help her understood transition experiences through the study of their narratives and metaphorical drawings. The pre-service teachers’ online teaching persona includes flexibility, adaptability, technological adequacy, and the belief that teaching is about student learning, their mastery of the material, and the development of cognitive skills. Based on the metaphorical drawings, the participants revealed their teaching persona, including the image of climbing a ladder, riding a Ferris wheel, growth and development, and trying to put pieces in a puzzle; they disclosed that their teaching persona is influenced by flexibility and transformation. Succinctly, their selfefficacy is with very great quality.

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Section: Pre-service Teachers' Online Teaching Persona During the Tra...mentioning

confidence: 99%

Metaphoric Drawing of the Transition Into Teaching: What Preservice Teachers Reveal About Their Online Teaching Persona and Self-Efficacy?

Aquino¹

2022

IJEHSS

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“…However, teaching is an ever evolving yet challenging and lifelong learning environment of which teachers are an integral part. Even if the teachers' task is multifaceted, they strive to be better (Aquino, 2021). However, to some people, it may never be a daunting task if they have the passion for teaching.…”

Section: Introductionmentioning

confidence: 99%

Gender Equality Is Not Enough: What Teachers Have Taught Me About Justice?

Aquino¹

2022

IJEHSS

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In a democratic society, people make decisions on the benefit of and justice to the majority. Justice is taught in the classroom if it is reflective of gender equality. Gender equality in the classroom means creating a learning environment in which students are participants, in which all positions are equally respected without necessarily being equally valued. The researchers used the 32 student participants from Bachelor of Technical Teacher Education (BTTE) in the College of Education of Bulacan State University-Pulilan Extension during the 1st semester of school year 2019-2020. A descriptive-correlational method was utilized; Pearson r was used to determine the relationship between gender equality and justice teaching. Also, z-test was used to test the significance. When it comes to gender equality, empowerment (EMP) stood out among the five dimensions. In terms of teaching justice in the classroom, both inequality (INE) and bigotry (BIG) were on top of discrimination (DIS). It was found that there is a moderate positive correlation between gender equality and justice in the classroom. For these findings, the researchers concluded that 1) empowerment dominates gender equality in the classroom; 2) both inequality and bigotry are evident in the classroom; 3) since there is a moderate positive correlation between gender equality and justice in the classroom, the researchers rejected the null hypothesis. Conclusions were drawn; and recommendations were offered.

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From Students’ Lenses: What Constitutes Good Teaching?

Cited by 2 publications

References 3 publications

Metaphoric Drawing of the Transition Into Teaching: What Preservice Teachers Reveal About Their Online Teaching Persona and Self-Efficacy?

Metaphoric Drawing of the Transition Into Teaching: What Preservice Teachers Reveal About Their Online Teaching Persona and Self-Efficacy?

Gender Equality Is Not Enough: What Teachers Have Taught Me About Justice?

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