Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 12 (2024)

Exploring the Influence of Field-Based Learning Experiences on the Professional Development of Pre-Service Teachers

John Robby O. Robinos | Chollo B. Daque | Via Claire V. Dipad | Kristine Joy T. Gunda | Margarita T. Sevilla | Justine P. Salaysay

Discipline: Education

 

Abstract:

This study investigates the impact of field-based teaching experiences on the professional development of 110 randomly selected pre-service teachers at a Philippine State University in Binan City, Laguna, Philippines. Utilizing an inferential quantitative research design, the study employed a researchers-made survey questionnaire that was validated and tested for reliability (Ca = 0.92), distributed via Google Forms, and analyzed through mean and Pearson “r” coefficient correlation. The findings revealed that field-based experiences were implemented very well (M = 3.844), with students generally rating their professional growth as very high (M = 3.816). Furthermore, calculated correlation analysis indicated a strong positive significant relationship [r(108) = 0.891, p = 0.0000] between field-based experiences and professional development. The study concluded that these field experiences significantly enhance students' practical understanding, confidence, instructional and assessment skills, and commitment to life-long learning. Recommendations include the strict implementation of practice teaching processes, the establishment of evaluation mechanisms for continuous improvement, and further research to investigate differences across fields of specialization and types of higher education institutions.



References:

  1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
  2. Barnes, N. (2020). Exploring the Roles of Coursework and Field Experience in Teacher Candidates’ Assessment Literacy: A Focus on Approaches to Assessment. Assessment Matters, 14, 5–41. https://doi.org/10.18296/am.0045
  3. Bates, A., & Burbank, M. D. (2019). Agency in Teacher Supervision and Mentoring: Reinvigorating the Practice. Routledge.
  4. Borkar, P. (2021). Role of management information system (MIS) in education sector. Retrieved from https://tinyurl.com/3uzmc36f
  5. Cassidy, K., Franco, Y., & Meo, E. (2018). Preparation for adulthood: A teacher inquiry study for facilitating life skills in secondary education in the united states. Journal of Educational Issues, 4(1), 33. https://doi.org/10.5296/jei.v4i1.12471
  6. Cherry, K. (2022). How Social Learning Theory Works. Verywell Mind. Retrieved from https://www.verywellmind.com/social-learning-theory-2795074
  7. Childhope Philippines (2021). Education issues in the Philippines: the ongoing struggle. Retrieved from: https://childhope.org.ph/education-issues-in-the-philippines/
  8. Chirwa, G., Kamweta, G., Naidoo, D., & Myrie, D. N. (2023). Teacher Educators’ Understanding and Experiences with Implementing the Initial Primary Teacher Education Policy in Malawi. International Journal of Whole Schooling, 19(1), 27-48. https://eric.ed.gov/?id=EJ1384410
  9. García-Noblejas, B. P., Barceló-Cerdá, M.-L., Rodríguez-Gómez, I., & López-Gómez, E. (2023). Exploring student teacher perceptions on the benefits of the teaching practicum. Journal of New Approaches in Educational Research, 12(2), 242–257. https://doi.org/10.7821/naer.2023.7.1384
  10. Hegwood, V. (2023). Top 10 Biggest Challenges Teachers Face in The Classroom Today. Retrieved from https://www.prodigygame.com/main-en/blog/challenges-of-teaching/
  11. Hoose, N. A. (2020). Social Cognitive Learning Theory. Pressbooks
  12. Jones, A. (2023, May 27). The nation’s top teachers share their biggest challenges: Burnout, student mental health and more. ABC News. Retrieved from https://tinyurl.com/yzvv9spn
  13. Kaiser, G., & König, J. (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32(4), 597–615. https://doi.org/10.1057/s41307-019-00139-z
  14. Khajornsilp, J., Sukdee, T., & Kenjaturas, A. (2021). The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program. World Journal of Education, 11(4), 31. https://doi.org/10.5430/wje.v11n4p31
  15. Kim, H. (2017). Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy. Journal of Education and Human Development, 6(1), 44-55. http://dx.doi.org/10.15640/jehd.v6n1a4
  16. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.
  17. Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Front. Psychol., 12, 771272. https://doi.org/10.3389/fpsyg.2021.77127
  18. Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional knowledge affects action‐related skills: The development of preservice physics teachers’ explaining skills during a field experience. Journal of Research in Science Teaching, 57(10), 1554–1582. https://doi.org/10.1002/tea.21632
  19. Mahmood, M. (2023). Effects of teaching practice in shaping prospective teacher’s professional identities: Comparative analysis. Journal of Education and Educational Development 10(1), 72-94. http://dx.doi.org/10.22555/joeed.v10i1.731
  20. Mahmutovic, J. (2022). What is Simple Random Sampling? Pros, Cons, and Examples. Retrieved from https://www.surveylegend.com/sampling/simple-random-sampling/
  21. May-Varas, S., Margolis, J., & Mead, T. (2023). Social Cognitive Theory. Pressbooks.
  22. Neyney, S.K.(2023). Teacher development: Keys to educator success. International Journal of Innovative Science and Research Technology, 8(6), 106 – 113. https://zenodo.org/records/8042808
  23. Padillo, G., Manguilimotan, R., Capuno, R., & Espina, R. (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9, 497-506. https://doi.org/10.18488/journal.61.2021.93.497.506
  24. Robinos, J.R, Palao, M.S., & Cantilero, K. (2022). Working with a heart: Perceived quality of life among senior high school teachers in public and private institutions in Bacoor amidst pandemic. IOER International Multidisciplinary Research Journal, 4(2). https://tinyurl.com/bb7kxzde
  25. Robiños, J., Sagudo Jr., F. , Birung, R. D., Camilon, R. , Legaspi, J. & Cacho, R. (2023). A Correlational Analysis of Predictor Test Results and Licensure Examination Board Performance among Education and Criminology Graduates from a Private University. Journal of Interdisciplinary Perspectives, 1(2), 1-6. https://doi.org/10.5281/zenodo.10076416
  26. Taylor, P. (2020). The complexity of teacher professional growth – unravelling threads of purpose, opportunity and response. Professional Development in Education, 49, 16-29.  https://doi.org/10.1080/19415257.2020.1747106
  27. Vukelić, N. (2022). Student teachers’ readiness to implement education for sustainable development. Education Sciences, 12(8), 505. https://doi.org/10.3390/educsci12080505
  28. Yu, D. (2023, September 15). Issues in PH education: A teacher’s perspective. INQUIRER.net. Retrieved from https://tinyurl.com/2s3hm47m

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic