The Road to Teaching
Main Article Content
Keywords
principle of narrative, practice teaching, social constructivism
Abstract
This study attempted to explore the lived experiences of teacher interns during practice teaching using the qualitative research approach. Eight participants were recruited using snowballing technique. Data collection was done through interview and document examination. The researchers adopted Corbin and Strauss’s (1990) coding procedures (open coding, axial coding, and selective coding) in mapping out the concepts along with social constructivism and the principle of narrative as analytical lenses. The data triangulation method was employed to do data saturation and validation of results. The findings of the study reveal that there are four dimensions of teacher interns’ experiences: I-need-tobe-ready-for-this; So-this-is-how-things-aredone; I-know-I-can; and, Come-to-think-of-it. Moreover, the study also reveals that teacher interns possess three core values—Integrity, Perseverance, and Discernment—which they found useful in going through the practice teaching program.
References
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Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Cuenca, A. (2011). The role of legitimacy in student teaching: Learning to “feel” like a teacher. Teacher Education Quarterly, 38(2), 117-130. Retrieved from https://files.eric.ed.gov/fulltext/EJ926863.pdf
Davidovitch, N. & Yavich, R. (2018). The effect of motivation and self-efficacy on math studies in the Israeli Ministry of Education’s program “give five”. International Journal of Higher Education, 7(6), 63-77. Retrieved from https://files.eric.ed.gov/fulltext/EJ1198685.pdf
Department of Education. (2017). DepEd Order No. 42, s. 2017, National adoption and implementation of the Philippine professional standards for teachers.
Department of Education – Teacher Education Council. (2017). Philippine standards for teachers.
de los Santos, H. F. & Hilbero, L. P. (2008). A review of selected TEIS STP Model: Inputs to relevant PNU_STP. The Normal Lights, 4(1), 82-109. Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/48
Flores, M. (2016). PRACTICE TEACHING: Revisiting Student Teachers’ Performances. The Confluence, 7(2). Retrieved from http://ejournals.ph/form/cite.php?id=10356
Gabrys-Barker, D. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301-325. Retrieved from https://files.eric.ed.gov/fulltext/EJ1134771.pdf
Hemmerich, A. L, Hoepner, J. K., & Samelson, V. M. (2015). Instructional internships: Improving the teaching and learning experience for students, interns, and faculty. Journal of the Scholarship of Teaching and Learning, 15(3), 104-132. Retrieved from https://files.eric.ed.gov/fulltext/EJ1064402.pdf
Honorene, J. (2017). Understanding the role of triangulation in research. Scholarly Research Journal for Interdisciplinary Studies. 4(31), 91-95. Retrieved from http://www.srjis.com/pages/pdfFiles/149544238718.%20HONORENO%20JOHNSON.pdf
Horn, B. (2017). Striking out on their own: Lessons learned from student teaching during and after the Chicago teachers union strike. Critical Questions in Education, 8(2), 193-205. Retrieved from https://files.eric.ed.gov/fulltext/EJ1135620.pdf
Kiggundu, E. & Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers. South African Journal of Education, 29, 345-358. Retrieved from http://sajournalofeducation.co.za/index.php/saje/article/viewFile/129/160
Kim, J. H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. Thousand Oaks, California: SAGE Publications, Inc.
Komolthiti, M. (2016). Leadership journeys: A narrative research study exploring women school superintendent’s meaning-making of leadership development experiences (Doctoral dissertation, Northeastern University). Retrieved from https://repository.library.northeastern.edu/files/neu:cj82nr11x/fulltext.pdf
Mangila, B. B. (2018). Assessment of preservice teachers on the practice teaching program: Inputs for program enhancement. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 50-58. Retrieved from http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-2018.5.3.06.pdf
Masalimova, A. R. & Galishnikova, E. M. (2016). Idealism versus realism in student and practitioner attitude toward teaching. International Journal of Environmental and Science Education, 11(7), 1671-1679. Retrieved from https://files.eric.ed.gov/fulltext/EJ1114355.pdf
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), 3(1), 126- 131.
McAdams, D. P. (2008). Personal narratives and life story. In John, Robins. and pervin (Eds.) Handbook of Personality: Theory and Research. N.Y.: Guildford Press.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), pp. 184-207. doi:10.1080/15427587.1060558. Retrieved from www.englishappliedlinguistics.com/uploads/2/4/1/9/2419477/social_constructivism
Mokoena, S. (2017). Student teachers’ experiences of teaching practice at open and distance learning institution in South Africa. Turkish Online Journal of Distance Education, 18(2), 122-133. Retrieved from https://files.eric.ed.gov/fulltext/EJ1145300.pdf
Msangya, B. W., Mkoma, S. L., & Yihuan, W. (2016). Teaching practice experience for undergraduate student teachers: A case study of the department of education at Sokoine University of Agriculture, Tanzania. Journal of Education and Practice, 7(14), 113-118. Retrieved from https://files.eric.ed.gov/fulltext/EJ1103037.pdf
Nelson, D. (2018). Narrative theory and adult learning: A review of the literature. Retrieved from https://www.researchgate.net/publication/326252185_Narrative_Theory_and_Adult_Learning_A_Review_of_the_Literature
Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39(10), 146-168. doi: http://dx.doi.org/10.14221/ajte.2014v39n10.10
Ritchie, J., Lewis, J., Nicholls, C. M., Ormston, R. (2014). Qualitative research practice: A guide for social science students & researchers. London: SAGE Publication Ltd.
Rogers, R. (2018). Coding ang writing analytic memos on qualitative data: A review of Johnny Saldañas The Coding Manual for Qualitative Research. The Qualitative Report, 23(4), 889-892. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss4/12
Rusell, M. L. & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers’ perspectives on mentoring student interns. The Professional Educator, 35(2), 1-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ988202.pdf
Silverman, D. (2013). Doing qualitative research. London: SAGE Publications Ltd.
Srivastava, A., & Bhatia, P. (2013). Issues and challenges involved in motivational factors in nationalized banks. The Standard International Journals (SIJ) Transactions on Industrial, Financial & Business Management (IFBM), 1(3), 111-115. Retrieved from http://www.thesij.com/papers/IFBM/2013/July-August/IFBM0103530102.pdf
Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines: The student-teachers practicum experience. EFL Journal, 1(3),235-250. doi: http://dx.doi.org/10.21462/eflj.vl1i3.23
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. doi: 10.5430/jnep.v6n5p100
Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45-55. Retrived from http://www.usimr.org
Wolhuter, C., van der Walt, H., & Potgieter, F. (2012). What inspires South African student teachers for their future profession? South African Journal of Education, 32(2), 178-190. Retrieved from https://files.eric.ed.gov/fulltext/EJ1136325.pdf
Yildirim, K., Arastaman, G. & Dasci, E. (2016). The relationship between teachers’ attitude toward measurement and evaluation and their perceptions of professional well-being. Eurasian Journal of Education Research, 62, 77-96. https://files.eric.ed.gov/fulltext/EJ1097993.pdf
org/3890/3f4a7255496f75124d6-39e14e9b810c17370.pdf
Blair, E. (2015). A reflexive exploration of two qualitative data coding techniques. Journal of Methods and Measurement in the Social Sciences, 6(1), 14-29. Retrieved from https://journals.uair.arizona.edu/index.php/jmmss/article/download/18772/18421
Commission on Higher Education. (2017). CHED Memorandum Order No. 74, Series of 2017, Policies, standards and guidelines for bachelor of elementary education (BEEd).
Commission on Higher Education. (2017). CHED Memorandum Order No. 75, Series of 2017, Policies, standards and guidelines for bachelor of secondary education (BSEd).
Corbin, J. & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Cuenca, A. (2011). The role of legitimacy in student teaching: Learning to “feel” like a teacher. Teacher Education Quarterly, 38(2), 117-130. Retrieved from https://files.eric.ed.gov/fulltext/EJ926863.pdf
Davidovitch, N. & Yavich, R. (2018). The effect of motivation and self-efficacy on math studies in the Israeli Ministry of Education’s program “give five”. International Journal of Higher Education, 7(6), 63-77. Retrieved from https://files.eric.ed.gov/fulltext/EJ1198685.pdf
Department of Education. (2017). DepEd Order No. 42, s. 2017, National adoption and implementation of the Philippine professional standards for teachers.
Department of Education – Teacher Education Council. (2017). Philippine standards for teachers.
de los Santos, H. F. & Hilbero, L. P. (2008). A review of selected TEIS STP Model: Inputs to relevant PNU_STP. The Normal Lights, 4(1), 82-109. Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/48
Flores, M. (2016). PRACTICE TEACHING: Revisiting Student Teachers’ Performances. The Confluence, 7(2). Retrieved from http://ejournals.ph/form/cite.php?id=10356
Gabrys-Barker, D. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301-325. Retrieved from https://files.eric.ed.gov/fulltext/EJ1134771.pdf
Hemmerich, A. L, Hoepner, J. K., & Samelson, V. M. (2015). Instructional internships: Improving the teaching and learning experience for students, interns, and faculty. Journal of the Scholarship of Teaching and Learning, 15(3), 104-132. Retrieved from https://files.eric.ed.gov/fulltext/EJ1064402.pdf
Honorene, J. (2017). Understanding the role of triangulation in research. Scholarly Research Journal for Interdisciplinary Studies. 4(31), 91-95. Retrieved from http://www.srjis.com/pages/pdfFiles/149544238718.%20HONORENO%20JOHNSON.pdf
Horn, B. (2017). Striking out on their own: Lessons learned from student teaching during and after the Chicago teachers union strike. Critical Questions in Education, 8(2), 193-205. Retrieved from https://files.eric.ed.gov/fulltext/EJ1135620.pdf
Kiggundu, E. & Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers. South African Journal of Education, 29, 345-358. Retrieved from http://sajournalofeducation.co.za/index.php/saje/article/viewFile/129/160
Kim, J. H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. Thousand Oaks, California: SAGE Publications, Inc.
Komolthiti, M. (2016). Leadership journeys: A narrative research study exploring women school superintendent’s meaning-making of leadership development experiences (Doctoral dissertation, Northeastern University). Retrieved from https://repository.library.northeastern.edu/files/neu:cj82nr11x/fulltext.pdf
Mangila, B. B. (2018). Assessment of preservice teachers on the practice teaching program: Inputs for program enhancement. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 50-58. Retrieved from http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-2018.5.3.06.pdf
Masalimova, A. R. & Galishnikova, E. M. (2016). Idealism versus realism in student and practitioner attitude toward teaching. International Journal of Environmental and Science Education, 11(7), 1671-1679. Retrieved from https://files.eric.ed.gov/fulltext/EJ1114355.pdf
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), 3(1), 126- 131.
McAdams, D. P. (2008). Personal narratives and life story. In John, Robins. and pervin (Eds.) Handbook of Personality: Theory and Research. N.Y.: Guildford Press.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), pp. 184-207. doi:10.1080/15427587.1060558. Retrieved from www.englishappliedlinguistics.com/uploads/2/4/1/9/2419477/social_constructivism
Mokoena, S. (2017). Student teachers’ experiences of teaching practice at open and distance learning institution in South Africa. Turkish Online Journal of Distance Education, 18(2), 122-133. Retrieved from https://files.eric.ed.gov/fulltext/EJ1145300.pdf
Msangya, B. W., Mkoma, S. L., & Yihuan, W. (2016). Teaching practice experience for undergraduate student teachers: A case study of the department of education at Sokoine University of Agriculture, Tanzania. Journal of Education and Practice, 7(14), 113-118. Retrieved from https://files.eric.ed.gov/fulltext/EJ1103037.pdf
Nelson, D. (2018). Narrative theory and adult learning: A review of the literature. Retrieved from https://www.researchgate.net/publication/326252185_Narrative_Theory_and_Adult_Learning_A_Review_of_the_Literature
Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39(10), 146-168. doi: http://dx.doi.org/10.14221/ajte.2014v39n10.10
Ritchie, J., Lewis, J., Nicholls, C. M., Ormston, R. (2014). Qualitative research practice: A guide for social science students & researchers. London: SAGE Publication Ltd.
Rogers, R. (2018). Coding ang writing analytic memos on qualitative data: A review of Johnny Saldañas The Coding Manual for Qualitative Research. The Qualitative Report, 23(4), 889-892. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss4/12
Rusell, M. L. & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers’ perspectives on mentoring student interns. The Professional Educator, 35(2), 1-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ988202.pdf
Silverman, D. (2013). Doing qualitative research. London: SAGE Publications Ltd.
Srivastava, A., & Bhatia, P. (2013). Issues and challenges involved in motivational factors in nationalized banks. The Standard International Journals (SIJ) Transactions on Industrial, Financial & Business Management (IFBM), 1(3), 111-115. Retrieved from http://www.thesij.com/papers/IFBM/2013/July-August/IFBM0103530102.pdf
Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines: The student-teachers practicum experience. EFL Journal, 1(3),235-250. doi: http://dx.doi.org/10.21462/eflj.vl1i3.23
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. doi: 10.5430/jnep.v6n5p100
Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45-55. Retrived from http://www.usimr.org
Wolhuter, C., van der Walt, H., & Potgieter, F. (2012). What inspires South African student teachers for their future profession? South African Journal of Education, 32(2), 178-190. Retrieved from https://files.eric.ed.gov/fulltext/EJ1136325.pdf
Yildirim, K., Arastaman, G. & Dasci, E. (2016). The relationship between teachers’ attitude toward measurement and evaluation and their perceptions of professional well-being. Eurasian Journal of Education Research, 62, 77-96. https://files.eric.ed.gov/fulltext/EJ1097993.pdf
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Published
Aug 24, 2020
Article Details
How to Cite
Erfe, J. P., Montealegre, M. A. C., Naval, D. J., Macascas, C. D., Castro, L. A., Paraan, P. G. L., Rabina, M. G., Rioflorido, R. R., Pimentel, M. M., & Regalado, M. R. M. (2020). The Road to Teaching. Asia Pacific Higher Education Research Journal (APHERJ), 7(1). https://doi.org/10.56278/apherj.v7i1.1540
Section
Research Article