“Readiness of Student Teacher in Practice Teaching Handling Different Areas Under College of Industrial Education”

Aligning - Problem Statement – Purpose Statement – Research Questions – Items on Research Instrument

o Problem Statement

The problem is being student teacher is difficulty, they are experiencing in terms of subject they are assigned to; they deploy with their
supervisor It is hard to them to come up their area of specialization. Most Student-Teacher is fraught with inconsistency to the area of
specialization they appointing. We study this problem about Misalignment of Area of Specialization (AOS) Home Economics Students are
assigned to subject that are not their area of specialization. The said student teacher experience difficulties when they were assigned to a
different subject area.
This Study is to find out the competency of student teacher in area of specialization (AOS) that they will help to come up the encounter
situations and become ready during teaching the other area.

Purpose Statement Questionnaire Research Methodology Item in the

(Statement of the Instrument –
Problem) (Data Collection
General Direction: Instrument/ What specific
The researchers Kindly answer the following questions below. The researchers Method – question on the
come up to this study rest assure that your answer will be treated with utmost instrument in the
to know the difficulties confidentiality. We’ve use Mixed Method column to the left will
of student-teacher study employed be used to answer
when they assigned in explanatory model each RQ? You do not
other subject areas (Creswell and Plano- have to write the
and how they become Clark,2007) qualitative for questions down, just
ready to teach and to student teacher as identify them by
know the develop in participants sought to number.
practice teaching in answer the following First we provide an
college of industrial research question. and interview #6,7 & 8
education students to quantitative data was also prepare a
have a successful used describe the result “Survey Questions”
practice teaching. of data that instances. (RQ.) Number 1-5
We develop survey
questionnaires, and
provide interview which
guide as self- analysis, to
obtain data from
individual’s perceptions
about themselves Also
include this survey
questionnaire form from
other sources of data
where gathered and
present by used of
statistical techniques for
analyze the data
presented.
Research Paradigm

I. Profile of the Respondents

Input Process
 Age
 Sex
 Area of Specialization
 Interview
II. The level of student teacher teaching different
 Survey Questioner
area along:
 Academic subject

III. Student-teacher Situations Concern

 Cooperating teacher Support
 Practice Teacher and Students
Interactions

IV. Preparations to not your area of specialization Out put

 Reading Teachers manual
 Study the Subject matter
 Lesson Planning
 Time Management
Align to the Student-
Teaching Academic Training
V. Readiness to teach the other subject
Program
 Teacher Training Activities
 Attending Seminars and Conference in
Academic
 Part I. Profile of the Respondents
Research Questions
(RQs) Directions: Kindly fill up and check (√) the box that corresponds to
your answer.
1. What is the
Name: _________________________ (Optional)
Demographic Profile of
Age: _______
Respondent in terms
Sex: Male Female
of:

1.1 Age Home Economics

Art Education
1.2 Sex Computer Education
Industrial Art
1.3 Area of

Specialization

Part II. Handling Different Subjects Area

2. How do the

respondents describe Directions: Using the scale below, please indicate how satisfied

the level of student you have been with your experience in each following areas.
Place a check (√) on the appropriate box that describe the
teacher readiness in
readiness of student teacher in different subjects.
different subject area
Scale Verbal Description:
in terms of:
5- Always
 4- Often
3- Sometimes
2.1 Academic
2- Rarely
Subjects
1- Never

Academic Subjects 5 4 3 2 1
I..
1. Am confident teaching all the
other subjects area was assign
to me.
2. Am confident in handling and
solving problems that I encounter
especially when assigned in
minor and major subject.
3. Am utilize different sources
like books, articles and websites
to strengthen my understanding
in the subject I am handling.
4. Am confident in teaching my
students with the knowledge and
skills that I have especially when
I assigned in other subject area.
5. Find better ways of tracking
down relevant information in the
subject concentrate for my class.

Part III. Student-Teacher Situation Concern

3. How do the
Place a check (√) on the box that correspond your answer about
respondents interface
student-teacher in Practice teaching Situations Concern.
the practice teaching
Using the Scale Verbal Description:
situations in terms of: 5- Always
4- Often
3- Sometimes
3.1
2- Rarely
Cooperating Teacher 1- Never

Support
Cooperating Teacher Support 5 4 3 2 1
I..
3.2 Student-teacher 1. Talk my cooperating teacher
regard to give more information
interactions and tips to have a successes
practice teaching.
3 2. Absorb responses and guided
practice of my cooperating
teacher and listen his/her
feedback.
3. Fully Understand my
cooperating teacher feedback
that given on to set my work
helped to clarify things.
4. Listen the guidelines as to
how I can effectively teach my
students.
5. Follow my cooperating teacher
regard to willingness obligations,
and flexibility in teaching.
 Student-teacher interactions 5 4 3 2 1
I..
1. Might begin by simply raising
some of the more fascinating
questions that topic addresses
to spark students’ curiosity.
2. Carefully prepared a
questions and plans when and
how to ask them.
3. Use open questions that allow
students to connect with the
course content in ways that are
meaningful to them.
4. Give responsibility that
students allow Group Discussion
is the best way to reinforce their
learning.
5. Explain what they hope to
accomplish in the course and
find every lessons is important.
.
H

Part IV. Preparations to not Area of specialization

Scale Verbal Description:

5- Always
4- Often
3- Sometimes
2- Rarely
 1- Never

Reading Teachers manual 5 4 3 2 1

I..
1. Organized to quickly, to
provide key items that I can use
when teaching the class.
2. Focus on a subject given to
me and have more resources on
one topic.
3. Make sure to master the
subject through reading to have
accurate lesson.
4. Check every detail and
guidance of a teacher to teach
the subject.
5. Read teachers manual to have
a great Idea to teach
uniqueness, provides the needs
and interest of the learners.

Study the Subject matter 5 4 3 2 1

I..
1. Include Hand out and
syllabus and go over it with the
class. To explain how the
lectures and labs are part of the
lessons.
2. Ensure that The handouts
and other materials will helped
me to understand the unit.
3 Relate the lesson to their
knowledge and interest to do
better.
4. Am able to learn from
concrete examples that I could
relate and understand the
subject.
5. Match the required content of
the subject matter.

Lesson Planning 5 4 3 2 1
I..
1. Prepare my lesson plans well
fixed in my mind, to know exactly
what is going to happen.
2. Write down specific objectives in
order to word toward goals for
entire quarter.
3. Use daily lesson plan should
detail have a specific activities and
content that will teach during a
particular week.
4. Go over the topics of the
Course subject and let students
know how your subjects relates
and connects with others in the
discipline.
 5. Allow to select appropriate
strategy to teach the other
subject.

Time Management 5 4 3 2 1
I..
1. Set Priorities in order of
importance and schedule time
around them.
2. Am able to find time when I
need it in case something
importance comes up.
3. Am able to meet deadlines
without rushing at the last.
Minute.
4. Am Able to manage my time
well in Teaching my subject I
handle.
5. Strategically Plan to teach
other subjects immediately
before going to class.

5. How do the Part V. Readiness to teach to the Subject

respondents perceived
Direction: Put a check mark (√) on the box that corresponds to
your answer using the following scale.
their readiness to

5- Always
teach the subjects in 4- Often
3- Sometimes
terms of
2- Rarely
1- Never
5.1 Teacher
Teacher Training Activities 5 4 3 2 1
Training Activities
I..
5.2 Attending 1. Participate in a network of
teachers formed specifically for
Seminars and the professional development.
2. Am attending teacher activities
Conference
to deepen my understanding with
the subjects I am handling.
3. Am attending teacher training
activities to be able gives
knowledge information about my
lesson in teaching career.
4. Am attending teacher training
activities to be able to know the
motivation that I can give to my
students.
5. Am Attending teacher training
Activities to become ready to
face challenges and difficulties
about my chosen profession.

Attending Seminars and 5 4 3 2 1

Conference
I..
1. Am attending seminars and
conference to be able to know
 different behaviors of my
students.
2. Explore myself with new
things engage myself with the
different activities in the field
3. Am attending seminars and
conference to be able to cope up
the difficulties when I assigned in
other subject area.
4. Am attending seminars and
conference to be able to
enhance my knowledge in terms
of academic subjects.
5. Am attending seminars and
conference to become aware of
the goals and objectives of the
subject in teaching.
.

6. Do you think that

your academic training

program here in TUP

have prepared you to

handle academic

subject during your

practice teaching?