PRACTICE TEACHING

The apex of all the Experiential Learning Courses is the Practice Teaching. It is the total
immersion of the prospective teacher in the real life of becoming a teacher. During practice
teaching, the pre-service teacher experiences the rudiments of teaching in a cyclical process of
planning, actual teaching and evaluating learning. The pre-service teacher, who may be called an
apprentice, or student teacher intern, walks the whole process of teaching with a mentor, who is
also called the Teacher Training Instructor or cooperating teacher. Here the pre-service teacher
puts into actual practice all that were learned in the content and theory courses, strategies or
methods of teaching as well as put into the test the pedagogical content knowledge acquired
related courses prior to Practice Teaching.

As the last field study course, the practice teacher should be given all the opportunities to
bring out the best of every prospective teacher. This necessary in the mastery of the
competencies needed as clearly spelled out in the National Competency- Based Standards
Teachers (NCBTS) and CMO 30, s.2004 and its regional adaption.

To achieve this goal, Practice Teaching should be a collaborative effort of the Teacher
Training Institutions where the content and strategy course are first learned and the Cooperating
Schools of the Department of education where much of the Practice Teaching experiences take
place.

Where learning environment has extended beyond the classroom alone, the demands of
the diversity of learners are great, the complexity of learning becomes very challenging, and the
role of the teacher has extended to a global community, the Practice Teaching component of the
new Teacher Education Curriculum has achieved a new dimension.

The suggested content and activities in the syllabi are guide for teacher educators and
practice teachers. The resource materials are presented as handy examples for all stakeholders.
All of these can be modified, enriched, expanded or improved to suit the different context of the
teacher education program.

As there may be different modalities in the delivery of Practice Teaching in different

institutions like in- campus and out-campus arrangements, or all in-campus, the syllabi shall
serve as guide. However, it should be assured that competencies achieved through this course
should match those of the NCBTS and CMO30, s. 2004.

DESCRIPTION AND GOALS OF PRACTICE TEACHING

I. Course Description

This is a 6-unit course offered to those who have completed all field study courses. It is
an integral part of the Experiential Learning Courses of the New Teacher Education Curriculum
which gives the prospective teachers the chance to experience life in the actual learning
environment. The opportunities and experiences embedded in this course will enable them to
meet the challenges of the real teaching-learning environment. The varied course requirements
will help them cope with the demands of the teaching profession.

II. Goals:

The goals of the Practice Teaching are summarized in the acronym MENTOR

Make Every New Teacher Observe and Learn Right(MENTOR)

1. Demonstrates deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in the students.
2. Manifests a meaningful and comprehensive knowledge of the subject matter that will be
taught.
3. Applies a wide range of teaching process skills including curriculum development, lesson
planning , and use of appropriate technology, materials development, teaching approaches
and educational assessment.
4. Facilitates learning of diverse types of learners, in diverse types of learning environments
using a wide range of teaching knowledge and skills.
5. Reflects on the relationships among the teaching process skills, the learning processing in the
students, the nature of content, and the broader social forces encumbering the school and
educational processes in order to improve teaching knowledge, skills and practices.
6. Creates and innovates alternative teaching approaches, take informed risks in trying out these
innovative approaches and evaluates the effectiveness of such approaches in improving
student learning.
7. Practices the professional and ethical requirements of the teaching profession.
8. Continues to learn in order to teach to learn to better fulfill the mission to teach.