Field Study and Teaching Internship
Learning Courses
Experiential Learning
-learning-by-doing
- reflective and individual learning
Experiential Learning Courses
- Field Study 1 (Observations of Teaching-
Learning in Actual School Environment)
- Field Study 2 (Participation and Teaching
Assistantship)
- Teaching Internship
Alignment and Bases of the Experiential
Competency Framework for Southeast Asian
Teachers of the 21st Century
Program Outcomes from CMO Nos. 74-80, 82 s.
2017
CMO Nos. 74, s. 2017
- Policies, Standards and Guidelines for
Bachelor of Elementary Education.
CMO Nos. 75, s. 2017
- Policies, Standards and Guidelines for
Bachelor of Secondary Education.
CMO Nos. 76, s. 2017 Policies and Legal Documents to the
Experiential Learning Courses
- Policies, Standards and Guidelines for
the Bachelor of Early Childhood DO 3, s. 2007
Education.
- Guidelines in the Deployment of Pre-
CMO Nos. 77, s. 2017 service Teachers on Experiential
Learning: Field Study and Practice
- Policies, Standards and Guidelines for
Teaching
Bachelor of Special Needs Education.
Pre-service Teacher
CMO Nos. 78, s. 2017
- student enrolled in the BEEd, BSEd, and
- Policies, Standards and Guidelines for
other related teacher education
Bachelor of Technology and Livelihood
programs
Education.
Resource Teacher
CMO Nos. 79, s. 2017
- resource facilitator in the Field Study
- Policies, Standards and Guidelines for
courses
Bachelor of Technical-Vocational
Teacher Education. Mentor/Cooperating Teacher

CMO Nos. 80, s. 2017 - assigned teacher to guide the

FSS/student teacher in development of
- Policies, Standards and Guidelines for
professional competencies, attitudes,
the Bachelor of Physical Education.
and behaviors
CMO Nos. 82, s. 2017

- Policies, Standards and Guidelines for

JCDMO 1, s. 2021
Bachelor of Culture and Arts Education.
- Policies and Guidelines on the
Deployment of Pre-Service Teachers
Philippine Professional Standards for Teachers
for Field Study and Teaching Internship
(DO No. 42, s. 2017)
Field Study and Teaching Internship courses
1. Content Knowledge and Pedagogy
must be:
2. Learning Environment
Experiential
3. Diversity of Learners
- new normal learning modalities
4. Curriculum and Planning
Developmental
5. Assessment and Reporting
- coaching and mentoring
6. Community Linkages and Professional
Aligned
Engagement
- Learning Continuity Plan (LCP) and Most
7. Personal Growth and Professional
Essential Learning Competencies
Development
(MELCs)

CMO 30, s. 2004
- Revised Policies and Standards for
Undergraduate Teacher Education
Curriculum
Field Study 1-6 -1 unit each
Practice Teaching -6 units
CMO 74-80, 82, s. 2017
- Policies, Standards, and Guidelines for
Teacher Education Programs
Field Study 1-2 -3 units each
Practice Teaching -6 units
CMO 104, s. 2017
- Revised Guidelines for Student
Internship Program in the Philippines
(SIPP) for All Programs
DO 12, s. 2020
- Adoption of the Basic Education
Learning Continuity Plan For School
Year 2020-2021 in Light of the COVID-
19 Public Health Emergency
DO 14, s. 2020
- Guidelines on the Required Health
Standards in Basic Education Offices
and Schools
DOH AO 2020-0015
- Guidelines on the Risk-Based Public
Health Standards for COVID-19
Mitigation
Field Study 1: Observations of Teaching-
Learning in Actual School Environment
Learners
Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learners’ Developmental Domains
Physical Domain
• Gross-motor Skills
• Fine-motor Skills
• Self-help Skills
Emotional Domain
• Moods and temperament
• Expression of feelings
• Emotional independence
Cognitive Domain
• Communication Skills
• Thinking Skills
• Problem-solving Skills
Social Domain
• Interaction with Teachers
• Interaction with Classmates
• Interests
 Environment
What a physical environment?
• A physical environment conducive for
learning is one that has consistent
practices that:
✔ keep the school safe, clean,
orderly, and free from
distraction;
✔ maintain facilities that provide
challenging activities; and
✔ address the physical, social,
psychological needs of the
students.
School Physical Environment
• Office of the Principal
• Library
• Counseling Room
• Canteen/Cafeteria
- Humor
- Positive
- Motivational
- Flexible
Other Focuses of Classroom Observation
- Subject Matter Content
- Presentation of the Lesson
- Organization of the Lesson
- Teaching Methods and Strategies
- Rapport with the Learners
- Support to Learners
- Classroom Management
- Sensitivity to Students’ Needs
- Physical Aspects of the Classroom
- Personal Competencies

• Medical Clinic Field Study 2: Participation and Teaching

• Audio-Visual/Learning Resource Center Assistantship

• Science Laboratory Participation and Assistantship

• Gymnasium - Preparation of IMs and bulletin boards

- Assessment of learning
• Auditorium - Classroom management
• Outdoor/Garden

Designing Display Boards

Teachers What are display boards?
Teacher’s Personal Attributes • Display boards are presentation
- Passion materials for communicating
- Compassionate information on different subjects, news,
- Knowledgeable events, schedules, activities, also the
- Patience vision-mission goals, and values that a
- Communicative school upholds.
- Creative
Display Boards
- Decorative
- Informative
- Motivational
- Instructional
Classroom Management and Routines
Classroom Management
• Classroom management refers to the
wide variety of skills and techniques
that teachers use to ensure that their
classroom runs smoothly, without
disruptive behavior from students.
Principles of Classroom Management
1. Building a good relationship between teacher
and students
2. Setting rules, procedures, and routines
3. Managing self
4. Maintaining Appropriate Student Behavior
5. Techniques of Motivating
Approaches in Classroom Management
Assertive Approach
- Teachers specify rules of behavior and
consequences for disobeying them to
communicate the rules clearly and
consequently.
- The teacher is in charge and the boss
inside the classroom.
Group Guidance Approach
- Manipulating or changing the surface
behavior of the students on a group
basis.
- Discipline and classroom control are
produced through the group
atmosphere and enhanced group
rapport.
Behavior Modification Approach
- Focused on bringing about permanent
change in student’s behavior that is
observable.
- Modifying child’s behavior with
reinforcements and punishments.
Success Approach
- Students learn in a more permissive
environment, where they can exercise
their freedom to choose and to make
decisions.
Acceptance Approach
- Every individual needs to fell
acceptance and belongingness.
- Students prefer a warm better learning
atmosphere, feeling accepted by their
classmates.
Group Managerial Approach
- Responding immediately to group of
student misbehavior in order to prevent
problems rather than having to deal
with them after they emerge.
Business Academic Approach
- Emphasize the organization and
management of students as they
engage in academic work.
- Student always wants to involve in a
high degree of “time on task” and
academic engage time”.
Classroom Routine
- Classroom routine is a set of
procedures for handling both daily
occurrences (e.g., taking attendance,
 starting a class period, or turning in ✔ basic education schools (in/off-
assignments), and minor interruptions campus)
of instruction.
✔ uses a clinical approach
Face-to-Face Learning vs. Online Distance
Learning ✔ under the mentorship of a
cooperating teacher
Face-to-Face Learning

• Full face-to-face contact between

teacher and learners Phases of Teaching Internship

• Immediate clarification is possible Five Phases of Teaching Internship

• May or may not use technological tools 1. Orientation Sessions

• Schedule is not flexible First Orientation

• conducted by College Supervisor

Online Distance Learning • Subject requirements

• Synchronous or asynchronous • TEI’s Teaching Internship Policies

• Immediate clarification may be delayed • CHED Policies and Terms

or unavailable
• Conduct of Discipline of Interns,
• Uses technological tools and learning schedules of dialogue and conferences
management systems
Second Orientation
• Schedule is flexible
• conducted by Cooperating School (CP)
Common to both face-to-face and Online
• CS Vision, Mission, Goals, and Core
Learning
Values
• Standards-based
• School Rules and Policies (student’s
• Learning Content attendance, school activities)

• Evaluation process • expectations of Interns

• Feedback and reporting Third Orientation

• conducted by Subject Area Coordinator

/ CT
Teaching Internship
• content of the subject area, lesson
What is Teaching Internship? exemplars, grading system, subject
• It is the capstone in the preparation of requirements
future teachers. • forms to accomplish
✔ one semester full time 2. Observation and Building Relationship
teaching internship
 • The Cooperating Teacher(s) shall • Electronic- slide presentations, videos,
request you to observe his/her classes AR, VR, live content
in order that you will become familiar
with the classroom routines, subjects,
teaching strategies, etc. Teachers’ Criteria for Determining the
Quality of Instructional Materials (Buglar,
3. Onsite Tasks
et.al.)
• Onsite Tasks include:
Accuracy
• assisting in teaching-related
Depth of Knowledge
tasks
Engagement
• checking of seat works and
performance tasks Support
• assisting in accomplishing of
school forms
Designing Differentiated Class Activities
4. Final Demonstration and Accomplishing Exit
Forms Classroom Diversity

• A final demonstration lesson shall be • It is a classroom with learners of all

scheduled and assessed. abilities and backgrounds.

• You must submit required clearances, • Gender

documents, and forms before leaving • Needs
your CS.
• Strengths
5. Evaluation of Teaching Internship
• Interests
• You are requested to evaluate the
Teaching Internship progress for its • Talents
continuous improvement. • Race

• Religion
Creating Instructional Materials • Culture
Instructional Materials • Experiences
• These are tools used in instructional • Learning Styles
activities.
• Multiple Intelligences
• They assist teachers in facilitating the
teaching-learning process.

• Print- books, dictionaries, Differentiated Instruction

encyclopedias, newspapers
• It is the provision of multiple learning
• Non-print- microscope slides, models, options in the classroom so that diverse
rocks, field visits
 learners are able to take in the same SF 8: Learner’s Basic Health and Nutrition
content appropriate to their needs. Report

Mainstreaming - Per learner assessment of Body Mass

Index
• Mainstreaming is the inclusion of
learners with special needs into general SF 9: Learner Progress Report Card
educational settings or regular schools
- Individual academic, behavioral and
(IBE-UNESCO, n.d.).
attendance report by quarter

(formerly Form 138)

Accomplishing School Forms
SF 10: Learner’s Permanent Academic
SF 1: School Register Record

- Master list of class enrollment - Individual academic record by quarter and

SY (former Form 137)
SF 2: Daily Attendance Report of Learners

- Recording of attendance, absence, or

tardiness Building Networking and Linkages

SF 3: Books Issued and Returned Domain 6: Community Linkages and

Professional Advancement
- List of books (by title) issue to/returned by
learners 1. Establishment of learning environments
that are responsive to community
SF 4: Monthly Learner’s Movement and
contexts
Attendance
2. Engagement of parents and the wider
- Enrollment count, transferred in/out and
school community in the educative
dropout by grade level (Summary of SF 2)
process
SF 5: Report on Promotion and Level of
3. Professional ethics
Proficiency
4. School policies and procedures
- List of promoted/retained by class

SF 6: Summarized Report on Promotion

and Level of Proficiency Community Linkages

- Number of promoted/retained by grade Educational Stakeholders

level (Summary of SF 5)
- Teachers
SF 7: School Personnel Assignment List and - School administrators
Basic Profile - Government Officials
- Community
- List of school personnel with basic profile
- Parents
and teaching load/assignment
- Learners
Parent-Teacher Conference • It contains a detailed description of the
steps a teacher will take to teach a
• It is a meeting between a learner’s
particular topic.
parent/s and teacher/s to discuss the
child’s academic performance and other • Objectives
ideas for improvement.
• Content

• Learning Resources
Professional Advancement
• Procedures
RA 10912
• Remarks
Continuing Professional Development Act of
• Reflection
2016

CPD is a mandatory requirement for the

renewal of Professional Identification Card Designing the Teaching Internship Portfolio
45 CPD units Student Portfolio

• A portfolio is a purposeful
documentation prepared by FSS and
PROFESSIONAL DEVELOPMENT
PTs that showcases their learning
- seminars and webinars experiences in the experiential learning
- professional organizations courses.
- LAC
• E-portfolio - online or softcopy version
- speaking engagements
- reading and writing books
- research
- graduate studies I. Contents of an Internship Portfolio
- short-term courses Introduction

II. Acknowledgements

Conducting Demonstration Lessons III. Curriculum Vitae of Practice Teacher

Demonstration Teaching IV. Certificate of Completion

• It is a planned lesson taught to a group V. Professional Readings

of students or to a group of adults VI. Weekly Journals
posing as students to assess your
teaching abilities and skills. VII. Experiences, Evidences, and Reflections
on the PPST Domains
Detailed Lesson Plan (DLP)
VIII. Teaching Philosophy
• It is a teacher’s “roadmap” for the
lesson.
Accomplishing Exit and Evaluation Forms

Steps When Accomplishing Exit Forms

1. Confer with the CT.

2. Prepare.

3. Submit.

4. Have everything signed by the

designated authority.

5. Extend gratitude and appreciation to

your CP, CT, SH, SP, and your students.

6. Give the Certificate of Appreciation.

Exit Forms

- Requirements assigned by CT
- IMs required by CT
- Accomplished DTR
- Accomplished Classroom Observation
Forms
- Narrative Report required by CS
 Action Research
Concepts and Perspectives
What is Action Research?
Action research is characterized as research
that is done by teachers for themselves.
(Mertler, 2009)
Action Research allows teachers to examine
their own classrooms, instructional
strategies, assessment procedures, and
interactions with student-learners in order
to improve their quality and effectiveness.
Action Research is the process of
systematically testing new ideas in the
classroom or school, analyzing the results,
and deciding to implement the new idea or
begin the process again with another idea.
Action Research
- process for improvement
- collaborative
- within context of teacher’s environment
- quest for immediate solutions
- practical and relevant
- cyclical
Action Research - an actual research method
Classroom Research - concentrates on the
inputs to the classroom (syllabus, IMs, outputs,
and achievement scores)
Teacher Research - connected with the concept
of teacher development and empowerment
Who can be an action researcher? Any
teacher who intends to:
a. understand more about
teaching and learning;
b. develop teaching skills and
knowledge; and
c. take action to improve student
learning.
Research Constraints
• Time constraint
• Lack of competence
• Lack of interest
• Lack of confidence
• Lack of statistical skill
• Difficulty in identifying problem
• Financial constraint
• Lack of reading initiative
• Complexity in gathering data
• Lack of administrative support
Types of Action Research
Individual Action Research
- single classroom issue
- supervisor, co-teacher/s, parents
- instruction, assessment
Collaborative Action Research
- single issue or a common problem
- supervisor, community, parents,
organizations
- instruction, assessment, policy
School-Wide Action Research Sources of Data

- school problem or area of collective - opinions of researcher are considered

interest as data
- school commitment, leadership,
Sampling Technique
partners
- school restructuring, - purposive samples
- policy change, program evaluation
Research Design

- flexible, quick time frame

District-Wide Action Research
Application of Results
- district issue or organizational structure
concerns - practical significance
- district commitment, leadership, Output
partners
- allocation of resources, - driven by intervention
- policy change, structure evaluation Conclusion

- covers only specific context and locale

Varieties of Action Research (Trespeces, 1993) Recommendation
Diagnostic - stated in one statement or brief
- researcher steps into an existing problem and paragraph
diagnoses the situation

Participatory Formal Research

- data is used to make recommendations for the Goal
resolution of the problem
- develop and test theories for wide
Empirical population
- conclusions are exclusively derived from Sources of Data
concrete, verifiable evidence
- opinions of researcher are NOT
Experimental considered as data
- conducted with a scientific approach using two Sampling Technique
sets of variables and a hypothesis
- random samples with large population

Research Design
Action Research vs. Formal Research
- rigorous, done over long periods
Action Research
Application of Results
Goal
- theoretical significance
- solve problems of local concern
Output Calhoun’s Action Research Cycle
(Emily F. Calhoun, 1994)
- driven by results, hypothesis-testing,
and findings

Conclusion

- entails general truth and universal

knowledge and theories

Recommendation

- horizontal mapping with findings,

conclusions, and SOP

Bachman’s Action Research Cycle

(Lorenz Bachman, 2001)
Action Research Models and Paradigms

Action Research Interacting Spiral

(Ernest Stringer, 2007)

Lewin’s Action Research Spiral

(Mertler, 2009)
Piggot-Irvine’s Action Research Model Action Research Spiral
(Eileen Piggot-Irvine, 2006) (Kemmis & Mctaggart, 2007)

Action Research
(Eileen Ferrance, 2000)

Susman’s Action Research Model

(Gerald Susman, 1983)
 Research Report

Action Research Process (Henderson, et. al, - communicates results and what was
2012) done
- states the analysis of data, findings,
implications, and conclusions
- denotes past actions

both use third person pronouns to maintain

formality of the paper

Introduction

• It must be written in at least 1 or 2

pages.

✔ problem

✔ supporting data

✔ previous related studies

Action Research Processes and Procedures ✔ significance of the study

Steps in Action Research ✔ statement of purpose and

impact
1. Identify the problem
✔ connection of the problem to
2. Define an intervention
the researcher
3. Apply intervention and collect data
Research Questions
4. Analyze data and findings
• A good problem is characterized as one
5. Take action based on results which

6. Share findings • is of great interest to the

researcher;

• is useful to the concerned

Research Proposal vs. Research Report
people in the field;
Research Proposal
• is novel and timebound; and
- communicates a researcher’s plan for a
• has no ethical or moral
study
impediments
- states what will be done
- denotes future actions • One thing I would like to change is…

• My practice could be improved by…

• My students would do better if…

 • I need to learn how to… Significance of the Study

• I wonder why… • This expresses the value or importance

of the study or the contributions of the
results.
Hypothesis
• Beneficiaries are arranged according to
• It is a statement of expectation or the degree of significance to them.
prediction that will be tested by
research
Definition of Terms
Null
- Operational definitions
- predicts no effect or relationship
between variables

Alternative Research Design

- states research prediction of an effect • These are plans and procedures that
or relationship include detailed methods of data
collection and analysis.

• Qualitative- requires the collection of

Scope, Delimitations, and Limitations of
narrative data and utilizes an inductive
the Study
reasoning approach
Scope and Delimitations of the Study
• Quantitative- requires the collection of
• It identifies the extent, boundary or numerical data and utilizes a deductive
coverage of the study in terms of: reasoning approach

a. subjects • Mixed Method- combines both

quantitative and qualitative types of
b. objectives data
c. facilities

d. areas Methods/Strategies of Qualitative Design

e. time frame Ethnography
f. issues - describes interactions between people
Limitations of the Study in cultural and social settings

• It defines the constraints or Case Study

weaknesses that are not within the
control of the researcher.
• Those that are not expected to be
covered by the study. (Zulueta &
Costales, 2005)
- in-depth study of individual activities,
people, or groups
Phenomenological Studies
- explores and focuses on people’s
experience of a phenomena
Narrative Research • Presentation can be done using:

- studies individual lives and asks subjects a. tables

to provide stories about their lives,
b. graphs
which is then retold into a narrative
chronology c. charts

Conclusions and Recommendations

Methods/Strategies of Quantitative Design
Experimental Research
- uses a scientific approach towards
manipulating one or more control
variables and measuring their defect on
the dependent variables
Conclusions
• These are the valid outgrowth of the
findings you would like to share
together with your research statement.
Recommendations

Non-Experimental Research • These include suggestions to future

- describes a phenomenon simply as it
stands, or a relationship between two
or more variables, all without any
interference
Methods in Mixed Method
Sequential
- may begin with qualitative interview for
exploratory purposes and followed by
quantitative survey method for
generalization
Concurrent
- converging or merging qualitative and
quantitative methods
researchers who would like to pursue
investigation related to the same
problem.
References and Appendices
References
• listings of cited sources of materials
that are arranged alphabetically
Appendices
• attachments of questionnaires, letter/s
of transmittal, legal documents, and
supplementary materials referred to or
have been cited in the study

Transformative Data Collection Tools

- using theoretical lens as an overarching - Observations
perspective - Anecdotal Records
- Field Notes
- Case Studies
Presentation, Analysis, and Interpretation of - Diaries
Data - Interviews
- Focus Group Discussions
• It is the manner of organizing and
- Checklists
reporting collected data.
- Tests
 - Survey Questionnaires Ethics of Responsibility
- Authentic Assessment
- Teacher-researchers must be
- Portfolio
committed to principled action.
- Documentary Analysis
- Narratives
- Projective Techniques
Action Research Reporting and Sharing

Improving Research Culture

Principle of Triangulation
• It is the use of multiple sources of data
in order to establish trustworthiness or
consistency of the facts.
Ethics in Action Research
What are research ethics?
• Research ethics are moral principles
that guide researchers to conduct and
report research without deception or
intention to harm participants of the
study or members of the society as a
whole, whether knowingly or
unknowingly.
- collaborating with school admin to
explore changes
- conducting seminars with parents and
teachers
- conducting in-house trainings in schools
- publishing and presenting papers
- collective sharing with other schools
and districts
- collaborating with school admin to
explore changes
-

Four Types of Ethical Practices

(Carson, et. al, 1989)

Ethics of Hope

- AR must ensure concern for the broad

range of needs of students and school
community.

Ethics of Caring

- AR must put into prime consideration

the general welfare of both students
and teachers.

Ethics of Openness

- AR participation, purpose, and intent

must be made known to all involved.