FIELD STUDY

Legal Foundations of Field Study

CHED Memorandum Order no. 30(CMO 30)
-was promulgated September 13, 2004
-has a purpose of rationalizing the teacher
education in the country to keep pace with
the demands of global competitiveness.
-is in accordance with the Republic Act No.
7722, the Higher Education Act of 1994
embodies the policies and standards for the
undergraduate teacher education curriculum
Article V Sec .13 of CHED Memo 30 states:
“Field study courses are intended to provide
students with practical learning experiences
in which they observe, verify, reflect on, in
actual school setting.”
-These experiences begin with field
observation and gradually intensify until
students undertake practice teaching.
-The Field Study courses are composed of
six field study subjects and practice teaching
 Theoretical Foundations
1. Vygostkian Principle of Social
Construction
-meaningful learning and construction of
knowledge will occur if learners work
hands-on in relevant settings and with
proper guidance.
2. Albert Bandura’s Social Learning
Theory
-asserts that learning takes place not only
through imitation but also through
observation.
3. Situated Learning Theory
-recently reiterates Vygotsky and Bandura’s
views
-emphasizes that knowledge needs to be
presented in an authentic context
*settings and applications that would
normally involve that knowledge; and that
learning requires social interaction and
collaboration

Field Study experience is geared towards

exactly this, to give pre-service teachers the
opportunity to learn through meaningful
and systematic exposure in actual
setting.
4. Reflective Education
*John Dewey
-stresses the vital role that reflection plays in
the growth and development of teachers.
Reflection
-allows the learner explore his/her
experiences in order to arrive at new
understandings or insights.
 -may be done individually or by group
Ramasany(2002)
-highlights Kolb(1984) in his model of the
experiential learning cycle regards the
process of reflecting upon experience as a
crucial stage.
-experience without reflection does not lead
to learning.
Boud et al(1999)
-- “just having an experience does not
necessarily mean that learning has occured.
The important factor which can turn raw
experience into learning is the process of
reflection.”
Brow and McCartnet(1999) -point out that
reflection on both content and the
process of learning help learners “move
towards and stay within a deep approach to
learning”

“Reflection is an integral component

which leads to Future Application”
Approach to Field Study
-is derived from its theoretical
uderpinnings.

OAR
-to represent the general cyclical pattern of
the tasks that pre-service teachers are
expected to do in the different learning
episodes.
O-bserve in actual settings or O-rchestrate a
plan or O-rganize an output
A-nalyze/Synthesize the experience
R-eflect on the experience

Observation
-(in actual setting) is meant for the FS
students to train their senses to really focus
on important details of the learning
situation and perceive them with clarity and
objectivity.
 -entails that students learn to
differentiate making an observation and
interpreting the observation.
Analysis
-involves the use of critical thinking to
break down the components of what was
observed, orchestrated or organized.
-involves the ability to synthesize,
example-organizing into a coherent pattern
the salient points of what one has analyzed
and learned.
Reflection
--involves the past, present and future
of the Field Study student.
-students reflect on relevant past
experiences that might have affected their
beliefs, values and attitudes about learning.
-students also reflect on how each
episode is affecting their present thinking
and finally, how their learnings will impact
on their future as teachers.
 -this allows for integration of the
future teacher as first and fforemost a
person with beliefs, values and attitudes.

The fruits of reflection then affect subsequent

observations and analysis, thus making the
model cyclical
OAR Approach
-answers in part in part to the
challenge of “developing effective
mechanisms for the Experiential Learning
Component of Pre-Service Teacher
Education”
-moves away from the old view that,
“Teacher development is simply
informational; that it only involves
providing new and updated technical
knowledge for teachers.”
 -adheres to the new NCBTS paradigm
that, “teacher development is
transformational, experiential and
contextual; it involves engaging teachers to
critically reflect on old and new technical
knowledge as these facilitate student
learning in actual contexts.”