PRACTICE TEACHING OF PRE-SERVICE TEACHERS IN THE NEW NORMAL
Rafael Greggor J. Antallan1, Quennie Rose M. Eder2, Audi Kondessa N. Gortifacion3, Jenny C. Cano4,
Lucille M. Senados5, Arjune A. Lumayno6, Maricar M. Saavedra7,
1College
of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
antallan2018@gmail.com
2College of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
quennieroseeder216@gmail.com
3College of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
audikondessa.gortifacion@spus.edu.ph
4College of Engineering, Saint Paul University Surigao, Surigao City, Philippines
jenny.cano@spus.edu.ph
5College of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
maricar.saavedra@spus.edu.ph
6College of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
lucille.senados@spus.edu.ph
7College of Education, Culture and Arts, Saint Paul University Surigao, Surigao City, Philippines
arjune.lumayno@spus.edu.ph
ABSTRACT
The new normal in education has given teachers a significant edge and the ability to
reinvent the future. However, the pandemic has affected the lives of many, especially the preservice teachers. This study aimed to determine the challenges and opportunities encountered by
student-teachers during their practice teaching in the new normal. Thirty-three pre-service teachers
from St. Paul University Surigao during the academic year 2021-2022 were purposefully chosen
as participants of this study. Quantitative-descriptive research design and validated researchermade instrument were used. Findings revealed that the pre-service teachers were most challenged
on preparing lesson plans and daily logs for the topics, implementing COVID-19 protocols in the
classroom, considering Paulinian Reflex in planning a lesson, and using Quipper as learning
management system of the school. Meanwhile, the study revealed that the pre-service teachers met
opportunities mostly on using flexible schedule in preparing learning plans and modules, managing
academic and practice teaching requirements, imposing classroom rules and discipline to students,
setting guidelines for students to follow, setting the alignment from teaching-learning activities
with the outcome-based objectives, and having easy access to online resources. These findings
may provide chances for all educational institutions to improve their curriculum for practice
teaching.
Keywords: challenges, opportunities, new normal, pre-service teachers, practice teaching,
quantitative descriptive, Philippines
INTRODUCTION
The COVID-19 pandemic opened doors for change because it had an impact on many
facets of human life, including educational systems globally. The traditional face-to-face learning
method in education was put to the test as a result of the rapid shift to flexible and online learning
modalities (Fernandez et al., 2022). Teachers now have a tremendous advantage and the chance to
reinvent the future due to the new normal in education, but many people have been impacted by
the pandemic, including the pre-service teachers. Most of the delivering educational institutions'
capacities and readiness were challenged by this movement.
The conduct of practice teaching is a crucial time for teaching education curricula as it
fosters the application of all theoretical knowledge the student has gathered throughout academic
years (Roble & Bacabac, 2016). In the Philippines, all courses related to teacher education are
required for practicum teaching as part of the requirements to finish a degree in education (Ulla,
2016). However, Haigh, Prinder, and McDonald (2006) believe that practice teaching in education
still poses a challenge since there are certain lacking facets of actual classroom teaching observed
by the student-teachers.
As opined by McGarr (2021), amidst COVID-19, pre-service teachers (PSTs) were faced
with an unfamiliar challenge of coming up with coping strategies to address issues such as
difficulty in interaction and lack of knowledge in distance learning. In the same manner, a study
also found that some PSTs were able to develop their mechanisms in the form of technological
pedagogical knowledge due to such unfavorable encounters (Nasri et al., 2020).
As an instructional experience, the supervised field learning experience for studentteachers is a cornerstone for one to be able to express their personal and educational philosophies,
theories, and understanding (Dacanay et al., 2019). It is an opportunity for them to test their learned
skill set to venture into the education practice. This involves a multi-faceted human activity that
requires a variety of planning, techniques, and organizational management in the classroom setting
(Ganal et al., 2015), which may pose difficulties for inexperienced educators.
In the study of Supriatana (2015), it was revealed that there were challenges, and in one
fell swoop, opportunities met by most of the pre-service teachers during the conduct of their
practicum. With these, the researchers found it imperative to determine whether these challenges
and opportunities also exist in the Philippines under the new normal.
METHODS
This study employed a descriptive-quantitative research design. Quantitative data were
collected to describe the extent of different challenges and opportunities encountered by the
participants. The participants of this study were all pre-service teachers or education students who
were in practice teaching at Saint Paul University Surigao (SPUS), Surigao City, Philippines.
A total of 33 pre-service teachers were surveyed on the extent of their experienced
challenges and opportunities during their practice teaching in the new normal. 13 of them were
from the BEED program and 20 from the BSED program. All of them were assigned to the basic
education program of SPUS under the guidance of cooperating teacher and the student teaching
coordinator.
A researcher-made 4-point Likert scale was used in this study. This instrument was
validated by three experts in the field of education. Before collecting the data, the researchers sent
a letter to the Dean of the College of Education, Culture, and Arts of SPUS for approval. The
questionnaire was administered online through Google Form to the participants. It was made clear
to them that all information provided would be treated with utmost confidentiality.
Percentage distribution, mean, standard deviation and analysis of variance (ANOVA) were
employed for data analysis after verifying the normal distribution of the data. In testing the
hypothesis, alpha is set at a 0.05 level of significance.
RESULTS AND DISCUSSION
The findings of this study were shown in the following tables. Table 1 shows the profile of
the participants. It can be seen from the table that majority are female and from the age of 20 to 30
years old. Furthermore, majority of them took BEED as their degree program.
Table 1. Profile of the Participants
Profile Variables
Frequency
(n=33)
Age
20-25
16
26-30
15
31-35
1
36 and above
1
Sex
Male
12
Female
21
Degree Program
BEED
20
BSED
13
Percentage
%
48.5
45.5
3.03
3.03
36.36
63.64
60.61
39.39
Table 2 presents the challenges of the student teachers in terms of time management,
classroom management, lesson planning, and resources. Based on the means, the participants were
mostly challenged on preparing lessons plans and daily logs for the topics in terms of time
management with mean of 3.03 and standard deviation of 0.77. With the lowest standard deviation,
it implies that the responses of the participants were more consistent. Hence, they agreed more that
they were very challenged in allocating and maximizing their time when preparing for their lesson
plans and daily logs.
This finding supports the claim of Genc (2016) that pre-service teachers experienced
problems with 78 issues in total during their practicum period regarding time management. This
implies that such problems during practicum in terms of time management were encountered by
pre-service teachers, since they have to balance their resources on academic requirements as well
as practicum responsibilities regarding time essence.
In terms of classroom management, the participants were mostly challenged on observing
the COVID-19 protocols with mean of 3.06 and standard deviation of 0.83 which is a smaller
dispersion from the mean. This implies that the participants were having a hard time in
implementing the health protocols such as the limited face-to-face, hand sanitizing, wearing of
face masks all the time, and checking body temperature.
Accordingly, classroom management during the practice of teaching was difficult for
novice teachers to handle (Civitillo et al., 2018). It was reaffirmed in the study of Hill (2021) where
it was emphasized the importance of asynchronous and synchronous learning, in lieu of COVID19 wherein student teachers’ efficacy should increase in place of classroom management. This
should include the practice of health protocols imposed by government authorities in lieu of faceto-face classes, which have been found by the respondents to be “challenging”, in comparison to
the other indicators under the facet of classroom management.
Table 2. Extent on Challenges of the Pre-Service Teachers
Indicators
TIME MANAGEMENT
1.
I have little time to prepare my lesson plans and daily logs for the topics are given a week ahead of the
scheduled demonstration.
2.
I barely have ample time to work for my teaching-learning activities and look for worksheets and
activities online for my references.
3.
I have little time to read and evaluate the printed materials such as textbooks and electronic books for
these materials are my references in working my learning log and modules.
4.
I barely have time to communicate with my cooperating teachers and instructors when I have concerns
to raise particularly on the corrections of the submitted learning plans.
5. I seldom have time to think of the strategies that appropriate to use for every topic or lesson assigned to
deliver.
6. I sometimes not able to manage my time between my academic requirements and house chores.
7.
I barely have ample time to carry out or incorporate suggestions and recommendations to improve my
demonstration performance.
8.
I barely give time to hear the students and parents concerns and discuss their performance and written
outputs grade result.
CLASSROOM MANAGEMENT
1.
Before the start of the class and of before leaving the room, I sometimes fail to ensure that the things
inside are well-sanitized, well-arranged (tables and chairs), and well-organized.
2.
During the start of the class, the preliminaries are hardly observed such as opening prayer, checking of
attendance, and reminders on students’ classroom cleaning assignments.
3.
I sometimes observe the COVID-19 protocols in the classroom by having limited face-to-face, hand
sanitizing, wearing face masks, and checking body temperature.
4.
I sometimes fail to ensure that social distancing in the classroom is strictly followed particularly in the
submission of the requirements.
5.
I seldom sit down with students who have behavioral problems and communicate with parents on the
performance of the child.
6. I barely organize communication group chats not only for students but also for the parents.
7.
I sometimes fail to ensure that the students’ submitted output or projects are checked and feedback of
the result of the graded output are well-communicated.
LESSON PLANNING
1.
I seldom check the alignment of lesson objectives, teaching and learning activities, assessment,
assignment and expanded opportunities.
2.
I sometimes fail to evaluate the teaching-learning activities reflected in the learning log or module if it
directly follows the outcome-based.
3. I seldom choose strategies and apply method that best suit the lesson of the day.
4.
I sometimes consider the Paulinian Reflex such as Independent Learning, Collaborative Learning,
Teacher-Directed and Assessment in planning a lesson.
5.
I sometimes integrate values formation in every learning activity in the module so students will find
meaning in doing the activity.
6.
I sometimes assess students’ knowledge and performances using the holistic and analytic rubric which
reflected in all assessment learning activities.
7.
I sometimes fail to plan to give equal opportunities to all students whether advance, average and below
average by giving the expanded opportunities.
RESOURCES
1.
I barely have enough printed resources such as textbooks and other instructional materials that support
that support my references in making the learning plan and module.
2. I barely have any means of technology to use for encoding.
3.
I seldom have proper training on the use QUIPPER as Learning Management System (LMS) of the
university.
4. I barely have the experience to manipulate Zoom meeting account
5. I barely have the knowledge on the use of SMART TVs which aid the teacher for visual presentation.
M
SD
VI
QD
3.03
0.77
A
MC
2.97
0.81
A
MC
2.85
0.80
A
MC
2.82
0.92
A
MC
2.85
0.87
A
MC
2.97
0.81
A
MC
2.88
0.86
A
MC
2.91
0.77
A
MC
2.91
0.95
A
MC
2.79
1.02
A
MC
3.06
0.83
A
MC
2.97
0.81
A
MC
2.79
0.89
A
MC
2.85
0.94
A
MC
2.88
0.89
A
MC
2.91
1.01
A
MC
2.97
0.92
A
MC
3.03
0.92
A
MC
3.18
0.88
A
MC
3.15
0.80
A
MC
3.12
0.74
A
MC
2.94
0.97
A
MC
2.79
1.05
A
MC
2.79
1.11
A
MC
2.97
0.88
A
MC
2.82
2.91
0.95
1.01
A
A
MC
MC
Legend:
Scale
Parameter
Verbal Interpretation (VI)
Qualitative Description (QD)
4
3.25 – 4.00
Strongly Agree (SA)
Highly Challenged (HC)
3
2.50 – 3.24
Agree (A)
Moderately Challenged (MC)
2
1.75 – 2.49
Disagree (D)
Less Challenged (LC)
1
1.00 – 1.74
Strongly Disagree (SD)
Not Challenged (NC)
Moreover, in terms of lesson planning, the participants were mostly challenged on
considering Paulinian Reflex in planning and preparing a lesson with mean of 3.18 and standard
deviation of 0.88. This implies that the pre-service teachers occasionally think of Paulinian Reflex
as part of making lesson plans.
The adaptation of planning elements to a particular learning groups’ needs is one of the
core challenges that teachers encounter during lesson planning (Konig et al., 2020). Moreover, the
study of Enow and Goodwyn (2018) furthered that an effective teacher must plan their lessons to
align their instructional decisions with their students’ learning dispositions. However, pre-service
teachers and other novice teachers tend to utilize stepwise procedures and fail to demonstrate an
adaptive teaching style (Chiznik & Chiznik, 2018). This means that they are likely to experience
difficulties in anticipating the course of instruction to generate good planning decisions, in relation
to their student’s learning needs.
In terms of resources, the participants were mostly challenged on using Quipper as learning
management system of the school with mean of 2.97 and standard deviation of 0.88, followed by
the use of SMART TV as aid for visual presentation with mean of 2.91 and standard deviation of
1.01. Meaning to say, the pre-service teachers rarely receive sufficient instructions on how to use
the university's Learning Management System. Idin and Romadhoni (2016) have found drawbacks
in using Quipper such as the number of computers in schools, as well as the lack of electronic
devices and good internet connection for students in their homes, to which they pointed out that
some students have little knowledge of ICT. This means that the students are not yet fully equipped
the right tools for the use of these application and that the students still lack specific training for
the matter.
Table 3 presents the opportunities met by the student teachers in terms of time
management, classroom management, lesson planning, and resources. Based on means, the
participants met opportunities mostly on using flexible time to manage academic and practice
teaching requirements especially the demonstration schedule. That is, the pre-service teachers were
using their free time to manage their academic and practice teaching obligations, as well as they
mostly take advantage of the demonstration schedule since they could have more time to prepare
for learning instructions.
Ergene and Kurtca (2020) highlighted the idea that the factor of time management
flexibility is effective in self-regulated learning strategy and such flexibility brings about good
time management. This means that the student teachers have seen the light of managing their time
as a tool of opportunity to do better in every facet of their academic endeavor as well as their
practice teaching experience.
In terms of classroom management, the participants met opportunities mostly on imposing
classroom rules and discipline to students and setting guidelines for students to follow. This
implies that pre-service teachers were into disciplining their learners and they were active in
supervising their' adherence to classroom rules. Keser and Yavuz (2018) considered that classroom
management is all about motivation and disciplining students wherein it was emphasized that
teachers should be able to guide the students, but they still need control over their general behavior.
This means that it is an opportunity for student teachers to get the gist of managing the class’s
attitude towards learning.
Moreover, in terms of lesson planning, the participants met opportunities mostly on setting
the alignment from teaching-learning activities with the outcome-based objectives. This implies
that most of the pre-service teachers utilized available resources to align outcome-based activities,
objectives and assessments. This is mirrored in the study of Stigler and Miller (2018) where they
have expounded that the students’ learning disposition is one of the key elements in knowing how
to integrate their assessment of the students, particularly during their lesson planning. This offers
the practice teachers the appropriate exposure to understand and identify the students’ learning
disposition in order that they may be able to pattern their future lesson plans in such, when they
become full-fledged teachers.
As to resources, the participants met opportunities mostly on having easy access to online
resources for references. According to Saptani (2017), identified engagement in online tools would
allow them to implement better methods of teaching which would increase student motivations.
The easy access on online sources have given the student teachers a chance to cultivate their skills
in media-based approach in education which would help them cope with the teaching trend leaning
towards online applications.
Table 3. Extent on Opportunities Met by the Pre-Service Teachers
Indicators
TIME MANAGEMENT
1. I use flexible time to manage my academic and practice teaching requirements.
2. I use enough time to prepare for my teaching demonstration.
3. I use the flexible demonstration schedule to have a longer time to prepare for learning plans and modules.
4. I use the limited face-to-face mode to have a longer time to cater to students’ needs.
5.
I have manageable time to check students’ output, quizzes, assignments, and assessments and channel
feedback to them.
CLASSROOM MANAGEMENT
1. I impose classroom rules and discipline to students for they have a limited number per session.
2. I set the guidelines and monitor students to follow.
3. I strictly observe and implement Covid-19 protocols in the classroom.
4. Get parents involved through communication channels using the official group chat or mobile calls.
5. Use non-verbal communication to students for understanding.
6. Arrange students to work with an open-ended project in the collaborative station.
7. Communicate to learners about their goals and how these goals would be assessed and achieved.
LESSON PLANNING
1.
Think deliberately about the choice of lesson objectives, types of activities that will meet these
objectives, sequence of those activities, materials needed, time duration, and student’s grouping mechanisms.
2.
Set the alignment from teaching-learning activities with the outcome-based objectives and the
assessment utilizing the available resources.
3. Utilize effective ice-breaker activities and select best and clear downloaded educational videos to aid the
delivery of the content.
4.
Provide learning opportunities to students through planning the delivery of the lesson considering the
four learning stations.
5. Think of the best teaching methods and strategies that suit the delivery of the content and activities.
RESOURCES
1. Have easy access to open-online resources for references.
2.
Evaluate textbooks and e-books reading materials and activities which will be included in the learning
plan or module.
3.
Utilize the available resources of the school such as SMART TV, and projector in my teaching
demonstration.
4. Have the experience of using Quipper as the Learning Materials of the school.
5. Be updated of educational software that will aid teachers in online teaching.
Legend:
M
SD
VI
QD
3.42
3.36
3.42
3.27
0.56
0.65
0.61
0.76
SA
SA
SA
SA
VE
VE
VE
VE
3.27
0.72
SA
VE
3.42
3.42
3.36
3.39
3.30
3.30
3.39
0.61
0.61
0.70
0.70
0.77
0.64
0.61
SA
SA
SA
SA
SA
SA
SA
VE
VE
VE
VE
VE
VE
VE
3.45
0.62
SA
VE
3.48
0.57
SA
VE
3.45
0.62
SA
VE
3.42
0.61
SA
VE
3.39
0.50
SA
VE
3.48
0.57
SA
VE
3.45
0.56
SA
VE
3.45
0.56
SA
VE
3.27
3.42
0.72
0.61
SA
SA
VE
VE
Scale
Parameter
Verbal Interpretation (VI)
Qualitative Description (QD)
4
3.25 – 4.00
Strongly Agree (SA)
Very Evident (VE)
3
2.50 – 3.24
Agree (A)
Evident (E)
2
1.75 – 2.49
Disagree (D)
Less Evident (LE)
1
1.00 – 1.74
Strongly Disagree (SD)
Not Evident (NE)
Table 4 presents the results for the analysis of variance in terms of the challenges
experienced by the participants when they are grouped according to their profile. It can be observed
that the p-value of time management, lesson planning, and resources under the degree program
have p-values 0.016, 0.009 and 0.006, respectively, which are less than the level of significance.
This implies that the extent of challenges experienced by the participants in terms of time
management, lesson planning, and resources varies according to their degree program taken.
Table 4. Summary of ANOVA Test Results in terms of Challenges
Sum of
Mean
Profile
Dependent
df
Squares
Square
Time Management
1.76
3
0.59
Classroom Management
2.15
3
0.72
Age
Lesson Planning
1.71
3
0.57
Resources
1.57
3
0.52
Time Management
0.22
1
0.22
Classroom Management
0.06
1
0.06
Sex
Lesson Planning
0.12
1
0.12
Resources
0.01
1
0.01
Time Management
2.23
1
2.23
Classroom Management
1.39
1
1.39
Degree
3.93
1
3.93
Program Lesson Planning
Resources
6.06
1
6.06
F
p-value
1.53
1.11
0.92
0.59
0.53
0.10
0.19
0.01
6.48
2.21
7.68
8.87
0.229
0.362
0.446
0.626
0.473
0.759
0.670
0.922
0.016*
0.148
0.009*
0.006*
Schmid et al. (2020) affirmed such results in their study as they found the subject group to
be a significant predictor which showed positive relations of the respondents regarding their
approach in lesson planning. This suggests that variation among student teachers approach in
planning their lessons has been different in terms of their courses studied, since discipline used in
elementary and secondary education vary in some points which should affect the respondents'
challenges on the matter. Furthermore, in the study of Mugot and Sumbalan (2019), they showed
that pre-service teachers need to develop their skills in self-directions skills which identified
managing and usage of resources as a component, since they lack in such applications. This is
evidence that the management as well as the challenges in terms of resources differed between
elementary and secondary education students for the reasons that need further study to identify.
Table 5. Summary of ANOVA Test Results in terms of Opportunities
Sum of
Mean
Profile
Dependent
df
Squares
Square
Time Management
0.72
3
0.24
Classroom Management
0.47
3
0.16
Age
Lesson Planning
0.36
3
0.12
Resources
0.53
3
0.18
Time Management
0.00
1
0.00
Classroom Management
0.02
1
0.02
Sex
Lesson Planning
0.01
1
0.01
Resources
0.02
1
0.02
Time Management
0.52
1
0.52
Classroom Management
0.45
1
0.45
Degree
0.64
1
0.64
Program Lesson Planning
Resources
0.24
1
0.24
F
p-value
0.73
0.42
0.47
0.72
0.00
0.06
0.04
0.08
1.67
1.29
2.77
0.98
0.544
0.737
0.704
0.548
0.991
0.816
0.835
0.783
0.206
0.265
0.106
0.330
Table 5 presents the results for the analysis of variance in terms of the opportunities met
by the participants when they are grouped according to their profile. It can be observed that all pvalues are higher than the level of significance. This implies that there were no significant
differences regarding the opportunities of the participants regardless of age profile. Accordingly,
age does not carry a significant impact on pre-service teachers’ pedagogical endeavors
(Bartholomaeus et al., 2017), which affirms the results of the current study. This means that the
opportunities of the respondents were not varied concerning their age.
CONCLUSION
Based on the findings of the study, it has been concluded that the extent of challenges
experienced by the participants in terms of time management, lesson planning, and resources vary
according to their degree program while there is no significant difference observed in terms of the
opportunities of the participants when grouped according to the participant’s profile.
The overall study demonstrates that the participants' preparation for their lesson plans,
observation of COVID-19 protocols, use of the Paulinian Reflex, and adequate instruction in the
usage of QUIPPER during practice teaching have moderately challenged them. In addition, they
were able to consistently improve their time management skills for academic and practice teaching,
as well as the use of flexible demonstration to increase the amount of time they had to prepare for
specific classes and modular methods. Improvements in student monitoring, learning aim
alignment, and resource use were also evident, in addition to improvements in student discipline.
The results of this study have significant implications for how education, especially the
practice teaching, is done. The challenges experienced and opportunities met by the pre-service
teachers may provide the academic institutions insights to better prepare and hone education
students for their practice teaching. Hence, this study may shed light on the value of practice
teaching for any endeavors in the education fields.
RECOMMENDATION
In light of the findings of this study, the researchers have recommended that prior to
practice teaching, orientation on the prevalent and persistent issues that have been experienced by
prior teaching internship batches may be given emphasis. Sessions may be held to strengthen the
teaching techniques and strategies for the factors of time management, classroom management,
lesson planning, and resource management. The pre-service teachers may place a strong emphasis
on preserving a good rapport to their students and cooperating teachers. Further, researches about
practice teaching with large sample sizes from different schools may be conducted for deeper
results of investigation.
ACKNOWLEDGMENT
The researchers would like to extend their gratitude to the following: pre-service teachers
of SPUS of the academic year 2021-2022 for their participation in the conduct of this study, the
three experts in the field of education for validating the instrument, and the Dean of College of
Education, Culture and Arts for her assistance in making this study successful.
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