Republic of the Philippines

CENTRAL PHILIPPINES STATE UNIVERSITY

Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

CHAPTER 1

INTRODUCTION

Practice teaching is important towards becoming a teacher. It provides the student

with an opportunity to apply their pedagogical and knowledge and skills in practice.

During practice teaching students can gain knowledge about teaching skills and dealing

with the actual scenario. All teaching practices focus on the student at the centre of

learning. Teachers make deliberate choices with regarding to students interest and needs

and the relevance of what is to be studied. The aim of these teaching practice ifs for

students to develop independent knowledge and skills (New Zealand curriculum online

effective pedagogy) teachers known as the agent of change as they are central in

providing quality education. Quality teachers are the greatest determinant of student’s

achievement. Teachers play a vital role in shipping the future of every individual. They

can also influence the economic dynamism of the country by imparting skills that

translate into innovation and productivity in the work place (Goldhaber and Anthony

2004). Because of the ever changing world and now facing the hardest problem happened

which is the Covid 19 pandemic. Teachers should be provided with a wide range of skill

knowledge attitude and relevant education experienced that enable them to cope up with

the challenges.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

The provision of the education has undergone several changes that could may affect

adjustment in teaching process of upcoming professional teachers this involved the

globally the teaching internship has been cited as the most significant exciting and

difficult experience teacher trainees encounter throughout their entire teacher preparation

program. In order to prepare students teachers for their internships it is critical to

understand the issue and challenges they face during their student teaching. Internship

becomes important in an educational context to be able to convert knowledge into reality

and make individuals experience the actual scenario to their jobs.

Statement of the Problem

This study will explore, describe, and understand the preparedness in the practice

teaching internship of BEED students of Central Philippines State University.

Specifically, this study aims to answer the following research questions:

1. What is the demographic profile of the respondents in terms of:

a. age;

b. sex;

c. location;

d. marital status; and

e. monthly income
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

2. What is the respondents’ level/extent of preparedness toward the practice teaching

internship in terms of:

a. Classroom Management

b. Lesson Planning

c. Pedagogy

d. Demonstration

3. Is there any significant difference on the respondents’ level of preparedness toward the

practice teaching internship when they are grouped according to their profile?

4. What is the strategic plan derived from the findings of the study?

Hypothesis

1. There is no significant difference on the respondents’ level of preparedness toward the

practice teaching internship when grouped according to their profile

Scope and Limitation

 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

This research study focuses on the Preparedness of BEED students toward the practice

teaching internship. The respondent of this study are the 3 rd year BEED students of

Central Philippines State University Victorias campus officially enrolled in the school

year 2021-2022. This study considers the demographic information of the respondents

such as name (optional), age, gender, economic status.

Significance of the Study

The findings of the study could be significant to the following various individuals:

Graduating students. This research study is beneficial for them to gain experience

about their future jobs.

Aspiring students. This study will let the aspiring students to have an overview

what will be their preparation to undergo for practice teaching internship.

Teachers. This study is beneficial to the teachers in order for them to acquire new

sets of pedagogical skills.

School. This research study is beneficial to the school, to provide guidance in hiring

of teachers, to identify areas of improvements in assessing trainees.

 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Future researcher. This research study will serve as their reference to improve

future studies.

Theoretical Framework

Despite the lively debate about young teachers’ careers, very few studies have aimed

at discussing more than an omnibus definition of the readiness for teaching concept.

Mohamed et al. (p. 153) defined readiness for teaching as the state of preparedness of

student teachers for the teaching profession. Moreover, the authors suggested that a more

specific approach to readiness would refer to an optimal level of professional

competencies development that would allow future teachers to assume job

responsibilities in an effective way. Straková (p. 33) argued that the readiness for

teaching can be understood as ‘the feeling of being ready for the job with the

consideration of all aspects and elements which contributed to that feeling during pre-

service training’. Park et al. identified knowledge, attitudes and interests as specific

elements of teaching readiness. In addition, these pillars are considered to be vectors of

teaching efficacy. Fan et al. narrowed the conception and pointed out knowledge about a

specific subject matter and attitudes as components of teaching readiness. Moran and

Hoy approached teacher’s readiness as teacher efficacy, presenting a model (the Ohio

State Teacher Efficacy Scale (OSTES) model), which includes three factors: instruction,

management, and engagement. The study authors showed that ‘Clearly, the strongest
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

correlations between the OSTES and other measures are with scales that assess personal

teaching efficacy’.

Teaching practice—as a dimension of teaching readiness—is mapped on the first

three domains of the Danielson’s Framework for teaching. Danielson associated teaching

practice with 75 elements clustered into 22 components corresponding to four domains:

planning and preparation (domain 1), classroom environment (domain 2), instruction

(domain 3), and professional responsibility (domain 4). The first domain refers to

instructional design skills and involves didactic transposition of scientific contents, and

instructional and evaluation strategies correlated with learning objectives. The second

domain encompasses skills contributing to the creation of simulative learning

environments. Finally, the third domain encapsulates the first mission of teacher’s

instruction. In our study, teachers’ professional practice represents the ability to translate

their professional knowledge into practice. More specifically, it refers to setting goals and

objectives’ designing effective instructional strategies, designing evaluation and

assessment tools, the use of feedback functions, creating simulative learning

environments that foster self-regulated learning and meet the individual needs of

students.

Conceptual Framework
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

This study was guided by the instructor and adviser utilizing the input, process

and output models. The first frame refers to the input which includes the BEED students

of Central Philippines State University as respondents of the study describe in terms of

age, sex, location, marital status, and monthly income. The second frame refers to the

process which is composed of students' readiness (classroom management, lesson

planning, pedagogy, and demonstration). The third frame refers to the output which

includes the strategic plans of the study after data will be gathered.

Preparedness of BEED students toward the Practice Teaching Internship

Grouped as to the age, sex, location, marital status, and monthly income

Classroom Lesson
Management Pedagogy Demonstration
Planning

Strategic Plan

Figure 1: Schematic diagram showing the relationship on the variables

Definition of terms
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

For better understanding of the important terms used in this research investigation,

the terms are arranged alphabetically and defined conceptually and operationally as

follow.

Age. Conceptually, it is the length of time during which a being or thing has existed.

Operationally, it refers to one of the demographic profile of this study.

Classroom Management. Conceptually, it refers to the wide variety of skills and

techniques that teachers use to keep students organized, orderly, focused, attentive, on

task, and academically productive during a class.

Operationally, it pertains to the readiness of students toward the practice teaching

internship.

Demonstration. Conceptually, refers to a practical exhibition and explanation of how

something works or is performed.

Operationally, it refers to one of the dependent variables of this study.

Internship. Conceptually, it refers to any official or formal program to provide

practical experience for beginners in an occupation or profession

Operationally, this term refers to one of the target subject in this study.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Lesson Planning. Conceptually, it is a writing noting the method of delivery, and the

specific goals and timelines associated to the delivery of lesson content.

Operationally, it is one of the dependent variables of this study which will determine the

readiness of students toward the practice teaching internship.

Location. Conceptually, it is a place of settlement, activity, or residence.

Operationally, it pertains to the address of respondents.

Marital Status. Conceptually, it is the state of being married or not married - used

on official forms to ask if a person is married, single, divorced, or widowed.

Operationally, it refers to the study's profile.

Monthly Income. Conceptually, it means the total amount of income received each

month from any source.

Operationally, it refers to one of the demographic profile that will assess the amount of

such gain received by the respondents every month.

Pedagogy. Conceptually, it pertains to the method and practice of teaching, especially as

an academic subject or theoretical concept.

Operationally, it refers to the dependent variable of this study.

Practice Teaching. Conceptually, it is defined as working as a student teacher to

gain experience.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Operationally, it pertains to one of the target subject in this study.

Readiness. Conceptually, it refers to willingness or a state of being prepared for

something.

Operationally, it pertains to the dependent variable of the study.

Sex. Conceptually, it refers to the biological characteristics that define humans as

female or male.

Operationally, it is the distinction between male, female, and others who do not have

biological characteristics typically associated with either the male or female sex, as

reported by a respondent.

Students. Conceptually, it is a person formally engaged in learning, especially one

enrolled in a school or college.

Operationally, it refers to the target respondents of this study that will going to answer

and give analyses and implication to the future findings of this study.

CHAPTER II
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

REVIEW OF RELATED LITERATURE

The review of related literature selected as a foundation of the study of students

internship preparedness includes the following (a. teaching readiness b. teacher

professionalism c. professional practice d. professional engagement) a summary will

conclude this chapter for the purpose of this study, student reported preparedness is a

reflection of survey students for the responses to items regarding self-efficacy

Laycock, Hermon, and Laetz (1992) found many factors associated with successful

internship experiences—talented students, employers who mentored students, jobs that

enhanced learning, and faculty that helped students integrate classroom learning into their

job experiences.

Balutis and Honan (1984, p.9) defined the relation among three players in an

internship as "the internship triangle". They stated that the internship experience,

wherever it is found, is based upon a triangular relationship among students, universities,

and host agencies. Each portion of this triangle is complementary to the others, and all

must derive benefits from the relationships developed through the experience. They noted

(p.9) that internships exist when students take part in off-campus work that is jointly

supervised by academics and agency personnel in and which the students perform

designated tasks for their host agencies over an extended period of time.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Assessing the benefits of internship participation through self-report or

observational data was the focus of early research on internship (Hagerty, 1968; Morse,

1967; Wilson and Lyons, 1961). More recent research has relied on experimental designs

comparing co-op to non-co-op programs and generally supported the hypothesized

benefits (Fletcher, 1989; Marks and Wohlford, 1971; Weinstein, 1980). Wilson (1974)

found that interned students appeared to make more informed career decisions, while

Weinstein (1980) reported that nonintern students demonstrated greater certainty about

career choices. These researchers also showed that students interned had greater

autonomy and independence, social maturity, and interpersonal skills when compared

with their non-intern peers (Trach and Harney, 1998). They cite some testimonial

evidences of internship impact on students occur:

Laycock et al. (1992) found that students with internship experience possessed

networks for finding future jobs and earned higher starting salaries than those students

without co-op experience. They also reported that intern employees experienced realistic

employment expectations and good job matches, resulting in increased job survival and

work effectiveness, work motivation, and job satisfaction.

According to Heflin, et al. (1999), internships can be the most impressive item on a

student's resume. Also, it shows real experience and the ability to accomplish more than

digesting college classroom theories. In some instances, participating in an internship will

put a particular person ahead of the competition and can be the deciding factor in

securing paid employment later.

 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

While internship programs vary by daily time commitment, compensation, and

duration, all are grounded in the belief that concurrent and related work or field

experience enriches the learning process because students apply concepts and skills

taught in the classroom to the work situation, which in turn reinforces classroom learning

(Stem, Hopkins, McMillion, and Cagampang, 1992). According to Heinemann et al.

(1992, p.l 1), students who participate in an internship placement gain skills related to

three types of learning objectives. The first involves academic objectives that connect

theory to practice. Academic objectives develop and strengthen cognitive skills such as

problem solving, decision making, critical thinking, and analysis. The second involves

career-learning objectives that include determining realistic career options through career

testing, developing job acquisition skills, strengthening career-planning skills, and

understanding the world of work. The third and final learning objective involves personal

growth such as self-confidence, self-understanding, communication skills, personal and

ethical values, interpersonal social skills, and a sense of professionalism. All three

learning objectives are interrelated and viewed as critically important to successful

employment in a highly competitive and global workforce.

Aspects of self-esteem and career development of four community college students

were compared and cooperative educational experience were defined using the Student

Development Task and Lifestyle Inventory (Winston & Miller, 1987). No significant

differences were found across the four groups on seven of eight subtasks. However, there

was a significant main effect defined by cooperative (co-op) work experience. Students
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

who had participated in a co-op experience were better at establishing and clarifying a

sense of purpose, career planning, and lifestyle planning than students who had no co-op

experiences (Trach & Harney, 1998).

Several studies have been documented on the potential benefits of internships to the

student. Vincent (1995) noted that a supervised work experience program contributed to

the success rate new graduates had in finding their first job. Among other findings

(Fenwick and Gartin, 1990; Cessna, 1977; and LaPrad, 1977), thirty-one to fifty-six

percent of the interns indicated that they were employed or offered employment by their

supervisors and nearly ninety percent found employment in the same general career area

as their internships. Much of the literature indicated that a successful internship program

would draw many recruiters and potential employers to campus, which would further

enhance the employment opportunities of the graduating students (Harrison and

Kennedy, 1996; Inkster and Ross, 1995; Vincent, 1995; and McCaffery, 1979). Some

other benefits to the student included the practical knowledge gained, exposure to

professionals, increased self-assurance and maturity, new methodology gained, contacts

made for future employment, academic credit earned, increased interest in the major,

personal weaknesses highlighted, and financial benefits (Seals and Armstrong, 1983;

Henry, 1979; Cessna, 1977).

Green (1997) describes the value of internship programs as a benefit for both

partiesstudents and companies. She mentioned that, for the most part, the internship is a

win-win experience for both students and employer, laying the groundwork for successful
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

career development (p. 165). She also suggested not worrying about program titles. Real-

world work experience—whether it is labeled internship, field experience, volunteer

opportunity, summer job, work-study, co-op, or practicum—is what it is all about. Paid or

unpaid, credit or notfor-credit, full-time or part-time—related experience undoubtedly is

the critical factor in launching a students' career. Internships are definitely worth an

intern's time (p. 166).

As for academic institutions, determining the return on investment for internship

programs requires a complete understanding of their nature and some potential barriers to

their implementation. A careful and thoughtful cost/benefit analysis is an effective

strategy of marketing the internship program to all three constituencies: the sites, the

students, and the department members. It is a fact that an internship program is crucially

dependent on the support of each of these constituencies (Inkster and Ross, 1995, p.32).

In many universities of the United States, students are provided with the

opportunities to have internships. But educators are mostly concerned about definitions,

and in many cases internships are called as service-learning internships, internships,

cooperative education, educational practica, field experience, work learning and work-

study. All learning is an experience, or "experiential." But recently the expression

"experiential education" has come to be used for a number of formalized learning

activities outside the classroom. It is often said that internships are a formal and

structured device for providing on-the-j ob-experience for pre-professional studies

(Sexton, 1977, p. 112).

 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

On university level faculty are responsible for providing students with the learning

process. Educators encourage the active learning process in order to increase the

effectiveness of learning. Since different "people learn in different ways" (Stephen, 1998,

p. 17), active learning strategies may prove to be extremely helpful in strengthening their

education in dealing with diversity. This means that the active learning process might be

a universal learning environment for different people with different learning styles. In

order to encourage active learning, internships at the college level combine academic

learning with work experience, and college plays a role as a provider of the theoretical

basis. Most internship programs are designed by agencies, corporations, and industries to

promote a link between educational theory and application (Case, Birkenholz and

Cambell, 1997, p.44).

Gross (1981, p.2) indicated that universities are not deeply involved in designing

internships. He described an internship as "... a practical institution in an organization that

deals with the line of work you hope to enter. Its purpose is to fill the gap between the

academic and the professional worlds."

Not much literature concerning internships focuses on the institutional and/or

employer's benefits. However, most researchers believe that the value of internship

programs in the college curricula, at least in part, lies in its contribution to meet the

educational goals of individual students and the operational needs of participating

agencies.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Harrison and Kennedy (1996, pp. 28-29) noted that internship programs could also

provide an opportunity for the academic institution to receive feedback from

industry/business as to the direction and success of their curricula. Partnership through

internship programs allows a two-way flow of information between the two worlds (work

and education) and contributes to the benefits of each other. Inkster and Ross (1995,

p.17) believe that internships with clearly stated educational objectives will contribute to

the student's intellectual and ethical growth and foster the linkage between the academic

and the work worlds.

Balutis and Honan (1984) noted that internship programs may bridge the gap

between the academic world and what agency heads like to call "the real world", a term

which goes quite some distance towards explaining why it is frequently difficult to

develop satisfactory working relationships between academics and practitioners.

Practitioners look upon educational establishments as "think tanks", centered on basic

research, largely theoretical and entirely irrelevant to the problems they face daily (p. 10).

CHAPTER III

METHODOLOGY
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

This chapter will discuss the methodology include the research design, respondents

of the study, sampling procedure, data gathering procedure, data gathering instrument,

validity and reliability of the instrument, data gathering procedure and data analysis.

Research Design

This study will use the descriptive-survey research design. According to Dr. Y.P.

Aggarwal (2008) descriptive research is devoted to the gathering of information about

prevailing conditions or situations for the purpose of description and interpretation. This

type of research method is not simply amassing and tabulating facts but includes proper

analyses, interpretation, comparisons, identification of trends and relationships. The

significance of the descriptive survey method is it is concerned not only with the

characteristics of individuals but with the characteristics of the whole sample thereof. It

provides information useful to the solutions of local issues (problems). Survey may be

qualitative or quantitative in verbal or mathematical form of expression; such studies are

factual and hence supply practical information. The survey research employs applications

of scientific method by critically analyzing and examining the source materials, by

analyzing and interpreting data, and by arriving at generalization and prediction. Since,

the present study was undertaken to study the preparedness of BEED students toward the
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

practice teaching internship. Therefore, the descriptive survey research method will be

adopted.

Respondent of the Study

The respondent of this study will be the 3rd year BEED students of Central

Philippines State University Victorias Campus, having 56 students who are officially

enrolled from the academic year of 2021-2022, who will undergo practice teaching

internship program.

Data Gathering Instrument

The instrument to be used for the data gathering is a survey questionnaire

consisting of 20 items evaluation tool which applicable to their knowledge about the

study.
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Validity and Reliability of the Instrument

In order to test the validity, the researchers will ask at least three experts to check the

grammar and the structure of the questionnaires and validate the evaluation instrument

that will be used for this study. To make the survey more understandable for the selected

respondents, the researchers will simplify vague or difficult terminologies eliminate

irrelevant questions.

To test the reliability, researchers will conduct a reliability test and they will consult

their statistician to ensure the reliability of the instrument instructors including adviser,

English critic and statistician.

Data Gathering Procedure

Before this study was approved, the researchers will make at least three (3) research

titles then instructors chose this title which approved to have a study. Following that,

researchers will choose three (3) research instructors including the adviser, English critic

and statistician. After that, the letter of request will be submitted to the Office of the
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

Registrar of Central Philippine State University-Victorias Campus asking permission to

conduct the study. After permission granted, the researchers will construct a

questionnaire to be validated by the adviser. The researchers will conduct the study in

Central Philippines State University Victorias Campus through google form. The

researchers will explain to the respondents the importance of the response in the study.

The researchers will clarify some terms to the respondents so that the respondents can

answer the questionnaire with full knowledge of responsibility as the subject of the study.

The researchers will request the respondents to answer it with all honesty. The

researchers will use descriptive survey research design. After the respondents answer the

questionnaire, it will be tallied afterwards to have an interpretation. The researchers will

ask a statistician to help what appropriate statistical tool to be used in interpreting the

data. Based on the data gathered the researchers come up with conclusion and

recommendation.

Data Treatment

To interpret the data collected, the researchers determined that problem number 1

will use frequency percentage distribution table since it is used to determine the

percentage for data on profile. Problem number 2 will utilize mean and standard
 Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
Victorias Campus
Brgy. XIV, Victorias City, Negros Occidental
College of Teacher Education

deviation to calculate the average or central value. And problem number 3 will be

determined after conducting the normality test.