TEACHERS’ PROFESSIONAL PREPARATION - Teaching Experience
Teachers
on the job are exposed to formal school training on updates on subject
specialization, on classroom skills improvement, and on values enhancement.
Experienced peers in the school may conduct lectures and demonstrations.
Regular meetings are scheduled which may include planning sessions and holding
assemblies with parents who are educators, other authorities and professionals
from the community, and individual or group counseling sessions.
These are teacher
training activities by which
teachers in the service learn to grow and empower themselves (Salandanan,
2001).
Teachers’ teaching experience provides
them with a wealth of actual knowledge, and skills in terms of problem-solving,
decision-making, planning, critical thinking, communication, and management;
and positive attitudes and values through professional relationship and
responsibilities.
Table 5 shows the teaching
experience matrix of the UC elementary teachers showing that all the teachers
has a teaching experience from a low of 1 to 6 years to a high of 15 to 20
years.
Table 5
Teaching Experience Profile
Number of Years
|
f
|
P*
|
1. 21 and above
|
0
|
0
|
2. 15 - 20
|
3
|
15
|
3. 7 - 14
|
6
|
30
|
4. 1 - 6
|
11
|
55
|
5. Less than 1 year
|
0
|
0
|
Total
|
20
|
100
|
* Percentage
Eleven
or 55 percent of the 20 teachers registered a teaching experience of 1 to 6
years, although two teachers just completed a year of service before entering
UC. They were just newly-hired. Six teachers or 30 percent had already taught
for a period within the 7 to 14 bracket, while 3 or 15 percent had a longer
teaching experience within the 15 to 20 year bracket. Forty-five percent of the
teachers described the teachers’ experience as Adequate. All the teachers were experienced but two newly-hired
were practically on the probationary stage.
They felt that they were prepared to tech with teaching
experience. They remarked as follows:
Our school experiences reinforced our
preservice education in college.
Our collaboration activities with
others teachers filled the knowledge gap we needed most.
We learned from
our experienced mentors.
We became more tactful with our
“senior” teachers. The instructional
relationship was either formal, informal or nonformal
We learned.
It
is clear that teachers on the job learned from experience. As earlier stated,
Lumapas (2000) mentions that administrative on teaching experience is
significantly related to performance competencies. Capapas (1994) likewise
concluded in her study that professional preparation which includes educational
qualification, experience, and in-service training are significantly correlated
with supervisory practices which in this study concerned teaching practices.
Length of teaching service has been influential to school administrators in
their leadership and management roles as revealed by Fernando (1990) in his
dissertation. Experience is a teaching resource material. Through experience,
one becomes a teacher and a learner.
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Teaching Experience - Paper Example
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