The urgent adoption of the 2002 BEC in view of the consistent low performance of students, the very fast pace and exponential increase in information and knowledge, the need for better information processing skills, the deterioration in people’s values, and the need to prepare students for global and future competition, resulted in engaged learners and teachers and streamlined learning processes. The teachers assumed as facilitators, guides, and co-learners. Noticeably, students were observed to have become responsible for learning, collaborative, authentic, interactive, and multi-disciplinary or integrative.
The teachers have to go with changing educational trends by using student–centered strategies anchored in relevant learning outcome and core national value. By aligning teaching strategies and instructional materials, monitoring, and evaluation, teachers best practices of the BEC implementation at the Holy Angel University in Angeles City was focused on structured lesson plans with interdisciplinary linkages, and more interactive activities; integrated values and creative and updated instructional materials; more student-centered strategies used like cooperative learning, mathematical investigation, and problem-solving in real life situations; more practical content; more focused students on fewer subjects; and more topics covered, processed, and studied in-depth.
This study on professional practices of teachers covered eight instructional practices designed to strategize, activate, empower, and plan to impact teaching an learning in elementary education. To evaluate the UC teachers’ performance on these teaching variables, the elementary school principal rated all the 20 teachers whom she supervised, and the 20 teachers self-rated themselves, thereby obtaining the overall mean from the 40 rating cards. The principal’s rating and the self-rating of each teacher provided at least the teacher’s external and internal assessment of her performance. Both ratings were separately presented in the matrix to find out if the resultant weighted means did not differ much, thus instituting reliability of the assessment indices.
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