Abstract—Professional Education 13 or the Practice
Teaching is the summit of the pre-service training of the
aspiring educators. Thus, it is the period in which theories are
applied in the actual classroom teaching where practice
teachers are expected to be equipped with the necessary
competencies in order to meet the challenges of the 21st century
ASEAN teaching profession.
Using both quantitative and qualitative analyses, this study
aims to evaluate the actual teaching of the pre-service teachers
through their cooperating teachers in the cooperating schools in
Mandaluyong and Pasig Cities. The study aims to identify the
level of competencies of the practice teachers in terms of
knowledge, skills and attitude, determine the feedback of the
cooperating schools, compare the level of competency of the
practice teachers and related variables and identity the gaps
between theory and practice to improve the quality of
pre-service teaching.
The study reveals that the student teachers’ level of
competencies in knowledge, skills and affective domains were
found to be outstanding based on the feedback of the
cooperating schools. However, there is a significant difference
between their level of competencies and specialization.
Furthermore, the result disclosed that the dominant feedback of
the cooperating schools among the practice teachers is
commendable.
Index Terms—Cooperating teachers, competency levels,
practice teaching, student teachers.
The authors are with Rizal Technological University, Philippines (e-mail:
besalynn@yahoo.com, epcabrera@yahoo.com, agc_diaz@yahoo.com).
Cite: Lynn M. Besa, Edna P. Cabrera, and Arlene Grace C. Diaz, "From Input to Output: The Off-Campus Practice Teaching Experience," International Journal of Information and Education Technology vol. 8, no. 5, pp. 376-380, 2018.