The Pedagogical Context of The Learning Plans of The Secondary Education Pre – Service

MARIA REBECCA B. TALLEDO
https://orcid.org/0000-0002-5389-527X
becktalledo@gmail.com
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Abstract

The study focused on the analysis of the learning plans of the Bachelor of Secondary Education Pre – service Teachers.  The analysis was centered on its basic elements, the possible integration of more contemporary teaching pedagogies and approaches that involve acquisition of higher order thinking skills necessary for future teachers.  The analysis used three stages namely; look within where learning plans were evaluated according to its parts, look beyond where researcher identified interrelationships between the varied activities and the teaching pedagogies and approaches, and the last stage look into allowed the researcher to connect roles of the college and cooperating schools in training and preparing the students to real life teaching field.  The study utilized 20 crafted learning plans which were executed during the pre – demonstration and final demonstration teaching of the pre – service teachers.  The study made use of qualitative design of study.  It was found out in the study that the learning plans followed the content and performance standards prescribed by the K+12 curriculum.  The researcher has identified three phases in the execution of the lesson which are the exploration, hook – up and transfer phases.  Contemporary teaching pedagogies and approaches that strengthen and intensify the higher order thinking skills of the students were determined and these are contextual, reflective, inquiry – based, collaborative and knowledge construction learning approaches.  Such implies that integration of theory and practice are vital in the training and preparation of the pre – service teachers to the teaching field.  Hence, practice teaching is a shared process done by both the college and the cooperating school stakeholders.

Keywords

 Pedagogical Context, Learning Plans, Secondary Pre-Service Teachers

References

American University, 2018, An Introduction to K-12 Teaching Methods, retrieved from https://soeonline.american.edu

Androitis, Nikos, 2017, Contextualized Learning: Teaching Made Highly Effective, retrieved from https://www.efrontlearning.com

Browder, Dianne M., et al. Aligning Instruction with Academic Standards: Finding the Link, First Published December 1, 2006 Research Article

Caulfield, Jack (2020) How to do Thematic Analysis, https://www.scribbr.com/methodology/thematic-analysis/

Davtyan, Ruzanna (2014), Contextual Learning, ASEE 2014 Zone I Conference, April 3-5, 2014, University of Bridgeport, Bridgpeort, CT, USA., www.asee.org

Faryadi, Qais, 2007, Constructivism and the Construction of Knowledge, retrieved from https://www.researchgate.net

Faryadi, Qais, 2009, Constructivism and the Construction of Knowledge, retrieved from https://www.researchgate.net

Fujii T. (2019) Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study. In: Huang R., Takahashi A., da Ponte J. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04031-4_33

Goodwin, Jamie, 2016, Top Benefits of Student Teaching, retrieved from Magoosh Praxis Blog, https://magoosh.com

Guido, Marcus, 2017, All About Inquiry – Based Learning: DEfinition, Benefits, and Strategies, retrieved from https://www.prodigygame.com

Julie N. Causton‐Theoharis, George T. Theoharis & Beverly J. Trezek (2008) Teaching pre‐service teachers to design inclusive instruction: a lesson planning template, International Journal of Inclusive Education, 12:4, 381-399, DOI: 10.1080/13603110601156509

Lucas, Maria Rita D. and Corpuz, Brenda B., 2014, Facilitating Learning: A Metacognitive Process, Lorimar Publishing Inc.

Michaelsen, Larry K., Fink, Dee L., and Knight, Arietta (2017), Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development, https://doi.org/10.1002/j.2334-4822.1997.tb00335.x

Murray, Bonnie P., 2018, The New Teacher’s Guide to Creating Lesson Plans, retrieve from https://www.scholastic.com

Ohio Department of Education, 2015, Ohio’s Learning Standards – Terminology Definitions, retrieved from https://www.education.ohio.gov

Oosterheert, Ida E, and Vermunt, Jan D., 2010, Knowledge Construction in Learning to Teach:  The Role of Dynamic Sources, retrieved from https://www.tandfonline.com

Pramoolsook, Issra and Magday, William Jr., D. (2019) Move Confirmation and Teaching Strategy Identification of English Student-Teachers’Lesson Plans in the Philippines: A Rhetorical Framework for Novice Teachers, International Journal of Learning, Teaching and Educational Research Vol 18, No. 12, pp150-173, https://doi.org/10.26803/ijlter.18.12.10

Sahin-Taskin, Cigdem (2017) Exploring Pre-Service Teacher’s Perceptions of Lesson Planning in Primary Education, Journal of Education and Practice, http://iiste.org/Journals/index.php/JEP

Serra, Roseli, 2018, What is Reflective Teaching and Why Is It Important?, retrieved from www.richmondshare.com.br

Singapore Management University, 2018, Lesson Planning, Center for Teaching Excellence, retrieved from https://cte.smu.edu.sg

Srinivas, Hari, 2018, Collaborative Learning, retrieved from https://www.gdrc.org

The Online Teacher Resource, 2018, What is Inquiry Based Learning, retrieved from https://www.teach-nology.com

The University of Sheffield, 2018, Reflective Learning for Students, retrieved from Learning and Teaching Services, https://www.sheffield.ac.uk

UNESCO. (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability.  Retrieved from unesdoc.unesco.org/images/0014/001433/143370e.pdf

University of Arizona, 2015, A Reflective Approach to Teaching and Learning, retrieved from https://www/ fid.medicine.arizona.edu van Aalst, J. Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. Computer Supported Learning 4, 259–287 (2009). https://doi.org/10.1007/s11412-009-9069-5