Teachers’ Professional Practices
The
urgent adoption of the 2002 BEC in view of the consistent low performance of
students, the very fast pace and exponential increase in information and
knowledge, the need for better information processing skills, the deterioration
in people’s values, and the need to prepare students for global and future
competition, resulted in engaged learners and teachers and streamlined learning
processes. The teachers assumed as facilitators, guides, and co-learners.
Noticeably, students were observed to have become responsible for learning,
collaborative, authentic, interactive, and multi-disciplinary or integrative.
The teachers have to go with
changing educational trends by using student–centered strategies anchored in
relevant learning outcome and core national value. By aligning teaching
strategies and instructional materials, monitoring, and evaluation, teachers
best practices of the BEC implementation at the Holy Angel University in
Angeles City was focused on structured lesson plans with interdisciplinary
linkages, and more interactive
activities; integrated values and creative and updated instructional materials;
more student-centered strategies used like cooperative learning, mathematical
investigation, and problem-solving in real life situations; more practical
content; more focused students on fewer subjects; and more topics covered,
processed, and studied in-depth.
This study on professional practices
of teachers covered eight instructional practices designed to strategize,
activate, empower, and plan to impact teaching an learning in elementary
education. To evaluate the UC teachers’ performance on these teaching
variables, the elementary school principal rated all the 20 teachers whom she
supervised, and the 20 teachers self-rated themselves, thereby obtaining the
overall mean from the 40 rating cards. The principal’s rating and the
self-rating of each teacher provided at least the teacher’s external and
internal assessment of her performance. Both ratings were separately presented
in the matrix to find out if the resultant weighted means did not differ much,
thus instituting reliability of the assessment indices.
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Title:
Teachers’ Professional Practices
by:
om
at
2013-02-16T13:18:00+07:00
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Teachers’ Professional Practices