EXPLORING THE EXPERIENCES AND PERSPECTIVES OF STUDENT TEACHERS TEACHING IN MABOLO NATIONAL HIGH SCHOOL, CEBU CITY, PHILIPPINES

Purpose - To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology - Semi-structured, in-depth focus group discussions with student teachers were conducted employing a research design using Colaizzi’s approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings - According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance - This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program.

Exploring the Experiences and Perspectives of Student Teachers Teaching in Mabolo National High School, Cebu City, Philippines

Purpose - To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology - Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research design using Colaizzi’s approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings - According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance - This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice progra