Conference
| Title | Levels of Proficiency on the Essential Teaching Skills among the Pre-Service Teachers of the College of Education Posted by Ruben Abucayon |
| Authors | Ruben L. Abucayon, Ph.D., Yvonne T. Bautista, Jomari M. Romano |
| Publication date | 2016 |
| Conference | 9th International Conference on Educational Research |
| Abstract | A teacherâs effectiveness in complex classroom situations always captured the interest of researchers. Subject matter expertise is not the only criteria that the effective teacher has to fulfil in life. For teachers, creating an environment in the classroom where reshaping and redesigning of knowledge, stimulation of intellectual curiosity, and innovative and independent thinking can take place is a real challenge. Teachers in order to inculcate these attributes must undergo teacher training programmes put utmost stress on developing skills among pre-service teachers. The novice student teacher uses teaching skills strictly per guidelines given by the teacher educator, but this state of affairs become different in real classroom situations. This study is designed to take into account the levels of proficiency on the essential teaching skills among the pre-service teachers of the college of education. This study reveals that the level of proficiency on the essential teaching skills among the pre-service teachers is proficient with an average mean of 4.21 in all essential teaching skills. The writing skills rank the highest with an average mean of 4.35 and pedagogical skills obtain the lowest rank with the average mean of 4.05 and evaluating learning outcomes with the average mean of 4.10. The Morrisonian Technique or Unit Method was the least-learned pedagogical skill with the average mean of 3.72 or approaching proficiency level and the making of table of specifications (TOS) with the average mean of 3.91 or approaching proficiency level. There is no significant relationship between the respondentâs profile and the cumulative grade point average obtained by the pre-service teachers. There is no significant relationship between the cumulative grade point average and the level of proficiency of the pre-service teachers on the essential teaching skills. There is no significant relationship between respondentsâ cumulative grade point average and their essential teaching skills in terms of questioning, communication, and writing. This implies that the cumulative grade point average of the respondents does not depend on the essential teaching skills of the respondents in terms of questioning, communication, and writing. The pre-service teachersâ encountered one of the major problems in developing their essential teaching skills which is the lack of exposure and training on the different pedagogical skills and evaluating students learning outcomes. Actual application of these skills in the classroom must be monitored and evaluated. Based on the findings of the study, pre-service teachersâ development plan must be implemented for the enhancement of the essential teaching skills among the pre-service teachers. |
| Index terms / Keywords | Essential teaching skills, Pre-service Teachers, Levels of Proficiency |