21St Century Student Teaching Practices: Inputs To Curriculum Enhancement

Eunice  Custodio,; Jovita  E. Villanueva,; Mayleen Dorcas  B. Castro,

21St Century Student Teaching Practices: Inputs To Curriculum Enhancement

Jovita E. Villanueva | Eunice Custodio | Mayleen Dorcas B. Castro

Abstract:

The study focused on determining student teaching practices of the College of Education and its cooperating schools and cooperating teachers. It involved 265 student teachers enrolled in the student teaching program of college of education in the academic year 2024-2025. The student teachers were deployed in the different cooperating schools in the divisions of Bulacan and city of Malolos in the province of Bulacan, region III in the Philippines. The concern included deployment practices, supervisory practices, and mentoring practices. The study also included forty-eight (48) cooperating teachers which served as mentors among student teachers during their student teaching activity. Data gathered were taken using a questionnaire and unstructured interview. The questionnaire asked student respondents about the practices being observed pertaining to deployment, supervisory and mentoring. Similar concerns were asked among cooperating teachers. An unstructured interview was also conducted among student teachers’ cooperating teachers via open ended questions. The interview was done to check the congruency of their responses in both interview and questionnaires. The gathered data were treated using weighted mean and standard deviation. Responses in the interview were analyzed using thematic analysis. Results of this study revealed several strengths in the current student teaching model. First, the deployment of student teachers to diverse school contexts provided valuable exposure to real-world classroom dynamics. Student teachers reported gaining firsthand experience in lesson planning, classroom management, and student engagement. Second, many cooperating teachers were found to be highly supportive, providing constructive feedback and modeling professional behavior, which significantly contributed to the development of student teachers’ confidence and competence. Significant findings of the study will be used as inputs to student teaching curriculum enhancement.

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