Group Number: 3 Teaching Science in the

Elementary
Name: Vincent Jomai Guevarra . Course/Year/Section: BEED 2A
Verlyn D. Gaddi,
Shannen Faye Gabriel

RESEARCH WORK
A. Title of the Research: The Instructional Planning Experiences of Beginning
Teachers

B. ABSTRACT

Understanding the nature of planning and the influences on it from novice and intern teachers
was the aim of this collective case study. Individual interviews, focus groups, and reflections
were conducted with sixteen intern teachers and fifteen newly hired educators. Planning was
a form of thinking for both novice and intern teachers; they envisioned and prioritized the
material and used a daily or hourly planning strategy. What set interns apart from beginners
was how they adapted lesson planning techniques. Knowledge and experience, schedules,
school officials, facilities, technology, and resources, students, individuals, and the
impracticality of planning approaches were mentioned by both interns and novices as factors
that affect planning. Additionally, because of their differences, new and intern teachers had
different influences on planning.

C. PURPOSE AND RESEARCH QUESTIONS

The aim of this research project was to investigate and comprehend the planning experiences
of new and intern agriculture educators. The following were the study's research questions:
(a) How did new and intern instructors plan? (b) What factors affected the daily hour
planning of novice and intern teachers?

D. RESULTS ANS FINDINGS

The first study into the research process was how novice and intern teachers made plans.
Interns and inexperienced teachers planned for ten hours a week on average. An intern's
hours might range from one to forty. Inexperienced educators scheduled one to eighteen
hours. Three planning themes that were shared by both novice and intern teachers as well as
one theme that was specific to the intern teachers were identified and are detailed below.
Themes for Instructional Planning for Novice and Intern Teachers: The following three
concepts emerged as common to both groups in terms of how they planned:
conceptualizing and prioritizing content, planning on a daily or hourly basis, and planning as an
intellectual endeavor.

Mental Process: When it came to lesson planning, both intern and inexperienced teachers
described it as a mental process that involved thinking through their goals rather than creating
formal lesson plans. A lot of inexperienced and new teachers said that creating extensive
lesson plans was unnecessary and a waste of time. Setting Priorities and

Conceptualizing Content: Both new and intern teachers observed that in order to determine
what should be taught, one must either understand the material or analyze it. The lack of a
uniform curriculum and the availability of a wealth of resources on the Internet, state
educational programs, and even the National FFA Organization made it necessary for
beginner and intern teachers to prioritize subject.

Daily or Hourly Planning: The practice maintained for both groups even though novice and
intern teachers expressed the idea of "just in time" planning in different ways. A few interns
addressed planning on a daily basis. When it came to using a daily or even hourly approach
to preparation, novice teachers were more direct, saying that they used worksheets, movies,
or informal activities as a "just in time" preparation.

E. REFERENCES:

https://www.researchgate.net/publication/
250394390_The_Instructional_Planning_Experiences_Of_Beginning_Teachers
Republic of the Philippines PAMPANGA COLLEGES
INC. Poblacion, Macebebe, Pampanga

RESEARCH WORK

“The Instructional Planning

Experiences of Beginning
Teachers.”

GROUP 3:
Guevarra, Vincent Jomai
Gaddi, Verlyn D.
Gabriel, Shannen Faye.

BEED 2-A