The Development of a Student Teachers Teaching Demonstration Performance Evaluation Tool

Enoc, Jeromil O.

doi:10.19044/esj.2019.v15n16p75

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Hence, Ollor [30] and Boudersa [31] agreed that such continuous development and professional programs for teachers are avenues for them to be in this ongoing learning process of improving their knowledge and skills as facilitators. Since the level of Gender-Sensitive Pedagogy Practices of Pre-service Teachers is Very High, it agrees with the study of Enoc and Gagani [32] that a teacher who practices gender sensitivity exemplifies values and behavior that support gender equality and sensitivity. Hence, the findings above show that as the Pre-service Teachers highly integrate gender-sensitive pedagogy, they tend to practice giving equally intensive and constructive feedback to a male and female student, which fosters gender equality and sensitivity in the classroom.…”

Section: Level Of Gender and Developmentsupporting

confidence: 79%

Gender and Development Awareness Towards Gender-sensitive Pedagogical Practices of Pre-service Teachers: Basis for a University GAD Program

Cagang,

Sinang,

Butlig

et al. 2023

AJESS

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This Article describes the level of GAD Awareness and Gender-sensitive Pedagogical Practices of Pre-service Teachers at the University of Mindanao. Through Convenience Sampling, 234 Pre-service Teachers were selected to answer the survey questionnaire. The data were interpreted using Mean, Standard Deviation, and Pearson Product Moment Correlation (r). The Results showed that the overall mean of Gender and Development Awareness was M= 4.25, SD= .44, and the overall mean of Gender-sensitive Pedagogical Practices was M= 4.42, SD= .45. This implies that Gender and Development Awareness and Gender-Sensitive Pedagogical Practices are Highly Manifested among the University of Mindanao's Pre-Service Teachers. There was a significant relationship between Gender and Development Awareness and Gender-sensitive Pedagogical Practices (p= 0.000). There was a moderately positive correlation between Gender and Development Awareness and Gender-Sensitive Pedagogical Practices (r= .557). Therefore, there is a direct relationship between GAD Awareness and Gender-sensitive Pedagogical Practices. It exemplifies that when Pre-service Teachers exercise high awareness of Gender and Development, it affects their integration of Gender-sensitive Pedagogical Practices. Gender and Development, defined within Republic Act 9710 or Magna Carta Act of 2009, emphasizes that it is "a strategy for development that is participative, empowering, equitable, sustainable, devoid of violence, supportive of self-determination, and promotes the achievement of human potential." With that, the researchers proposed a Pedagogy Program for the GAD awareness and Gender-sensitive Pedagogical Strategies of Pre-service Teachers at the University of Mindanao. Continuous gender-sensitive teaching training, workshops, and awareness-raising GAD-related programs for Pre-service Teachers may help strengthen and maintain this high level of GAD Awareness and integrate Gender-sensitive Pedagogical Practices.

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Section: Level Of Gender and Developmentsupporting

confidence: 79%

Gender and Development Awareness Towards Gender-sensitive Pedagogical Practices of Pre-service Teachers: Basis for a University GAD Program

Cagang,

Sinang,

Butlig

et al. 2023

AJESS

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“…For effective communication in the classroom, appropriate vocal functioning is needed, and it contributes to students' learning [3,4]. According to Enoc [5], student teachers' effective teaching demonstration can be measured through several indicators, such as, for example, utilizing motivational activity, employing various teaching techniques and strategies, and developing measurable cognitive, affective, and psychomotor learning objectives. Also, effective and appropriate communication and a clear voice are considered to be assets for effective teaching demonstration [5].…”

Section: Introductionmentioning

confidence: 99%

“…According to Enoc [5], student teachers' effective teaching demonstration can be measured through several indicators, such as, for example, utilizing motivational activity, employing various teaching techniques and strategies, and developing measurable cognitive, affective, and psychomotor learning objectives. Also, effective and appropriate communication and a clear voice are considered to be assets for effective teaching demonstration [5]. In a classroom, the teacher's voice should be intelligible, accessible, motivational, assertive, and effective [4].…”

Section: Introductionmentioning

confidence: 99%

Talking Like a Teacher—A Study of Pre-Service Teachers’ Voice and Speech Characteristics in Learning and Teaching Situations

Järvinen,

Kähkönen,

Nieminen

et al. 2024

Education Sciences

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Voice and speech are educational tools and a medium of pedagogy for teachers. Teachers tend to modify their voice and speech to support learning. This study aimed to investigate whether pre-service teachers modify their speech and voice in teaching compared to peer learning speech and whether the changes can promote learning and be beneficial for the speakers. Nine pre-service physics teachers’ voices were recorded in three learning situations and in one teaching session with similar external circumstances. Duration of speech turns, pausing, speech rate, fundamental frequency (F0) and its variation, sound pressure level (SPL) and its range, and voice quality were analyzed. Results showed that the participants had longer speech turns, decreased speech rate, and increased pausing when teaching compared to speech in peer learning situations. F0 and SPL were higher in teaching, indicating that the teaching situation was more stressful than the peer learning situation. For F0, this was confirmed by correlation analysis. From the learning point, increased pausing and slower speech rate may be beneficial, but increased F0 and SPL may, on the other hand, be harmful to future teachers as they can increase the risk of vocal overloading. Voice training for future teachers is strongly recommended.

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“…Part of this includes having the final teaching demonstration, which is one of the most important requirements for an education major student to finish the teaching practicum. According to Enoc (2019), a teaching demonstration, also known as a lesson demonstration, is a pre-planned lesson that is given to a group of junior and senior high school students over the course of 50 to 90 minutes. It is the time when the students' knowledge and skills gained their entire practice teaching period will be applied and evaluated by their mentors and other professional educators.…”

Section: Introductionmentioning

confidence: 99%

Anxiety of Practice Teachers on Final Teaching Demonstration

Albasin-Lacaba

Avenir

Permejo

et al. 2022

J. Educ., Mngt., and Dev. Studies

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No studies have been conducted yet that focus on assessing students’ anxiety levels during their final teaching demonstration. The study specifically aimed to identify the profile of the practice-teachers and determine their level of anxiety towards final teaching demonstrations, particularly in the areas of lesson planning, class management, and evaluation, leading to the proposal of interventions to manage their anxiety. A descriptive survey research design was utilized in this study. There were a total of 34 respondents, who were teacher education students at the Eastern Visayas State University-Tanauan Campus, Philippines, practicing as pre-service teachers in the second semester of the academic year 2019-2020. They were chosen using a total enumeration sampling design. The instrument used was adapted from The Student Teacher Anxiety Scale (STAS) by Hart (1987). The findings of the study revealed that generally, the student teachers experienced a normal level of anxiety for lesson planning during their final teaching demonstration. However, there is a need for them to improve their knowledge about the application of different teaching strategies. The student teachers also feel the same normal level of anxiety when it comes to class management. And lastly, they experienced an acceptable level of anxiety about being evaluated, although they tend to be very anxious about whether their performance will be accepted by their respective evaluators. The researchers recommend more training workshops about lesson planning for the students and letting them practice more teaching demonstrations to help manage their anxiety during their final teaching demonstration.

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The Development of a Student Teachers Teaching Demonstration Performance Evaluation Tool

Cited by 4 publications

References 11 publications

Gender and Development Awareness Towards Gender-sensitive Pedagogical Practices of Pre-service Teachers: Basis for a University GAD Program

Gender and Development Awareness Towards Gender-sensitive Pedagogical Practices of Pre-service Teachers: Basis for a University GAD Program

Talking Like a Teacher—A Study of Pre-Service Teachers’ Voice and Speech Characteristics in Learning and Teaching Situations

Anxiety of Practice Teachers on Final Teaching Demonstration

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