Preparedness of Teachers in Fostering Education, Thesis of Education Planning And Management

Download Preparedness of Teachers in Fostering Education and more Thesis Education Planning And Management in PDF only on Docsity! Perception of Graduating Pre-Service Teachers on their Preparedness to Foster Education after Graduating amid Pandemic Introduction Although online teaching has been encouraged for many years, the COVID-19 Pandemic has promoted it on a larger scale (Wu, 2021). The start of the outbreak during the early months of the year 2020 created a remarkable change in every aspect of human lives. The sudden growth of the COVID-19 pandemic within the globe had made the lives of millions of people paralyzed. It affects almost all the aspects of life of an individual person. It has also influenced the ways and means of learning. It has influenced all the stakeholders, teachers, students, and institutions. New modes of learning were also practiced serving the need of education to the students since all the schools and institutions were closed for face-to-face teaching. According to Dubey and Pandey (2020), the present situation of education is expected to continue for a long time, and we all need to be cautious in handling the situation with ease. Keeping in mind the effect of long time shut down and maintaining social distancing, it is imperative to change the learning process by formulating strategic plans with respect to online learning. Online or digital learning is the only alternative platform for continuing higher education at the present scenario.          The cost of school closures on students’ learning, health and well-being has been devastating (UNICEF, 2021). Some students have been able to access remote learning during school closures, but many of them have struggled due to a lack of support. At least a third of the world’s school children had no access to remote learning at all. As a result, a huge number of students stopped and waited for the reopening of normal classes. On the other hand, those who continued their schooling were challenged to adapt to the new mode of learning. There have been studies that explore students’ opinions during emergency remote education.  Abbasi et, al. (2021) reported that when students were unable to go to school because of the pandemic, they did not like online learning as much as face-to-face teaching. The students also stated that they were not learning anymore. One of the main reasons it is experienced is because of the unpreparedness of everyone. And now, the question would be “Are the graduating pre-service teachers prepared to foster education?” since they were the first products of the new modes of learning. Background of the Study ‘Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all’, embodies the fourth sustainable development goal on the United Nations’ agenda for 2030. To achieve this goal, the need for more comprehensive and consistent interventions must be practiced in various areas of education. In contrast, the teacher plays a big role in the child’s development (UN, 2015). But since the pandemic was not anticipated, different factors that can affect the 2030 agenda arose. To continue foster education, the UNESCO mounted a response with set of initiatives. The Global Education Coalition was also launched to ensure that every student can have access on continuous learnings. New modes of learning were also introduced to incessantly promote education to the students. But before the pandemic, internet-based teaching or online teaching became a global trend over the years. According to Watson et al. (2014), The number of students enrolled in online classes has increased over the past decade and more students are relying on their online teachers to provide effective instruction and support in an online environment. The continuous domains of Philippine Professional Standards for Teachers (PPST) Career Stage 1 Readiness Level perspective. Figure 1. Teacher Readiness Model The Seven Domains of Philippine Professional Standards for Teachers were: Domain 1: Content, Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners Domain 4: Curriculum and Planning Readiness of Pre-Service Teachers on Fostering Education Professional Knowledge Professional Practice Professional Engagment Self Management Domain 5: Assessment and Reporting Domain 6: Community Linkages and Professional Engagement Domain 7: Personal Growth and Professional Development The four variables that were postulated in the model and seven domains of PPST are independent, and they have a strong and positive effect on the readiness of pre-service teachers. Furthermore, it has theoretical and practical implications for other papers have discussed the readiness for teaching from a more general perspective or narrowed approach to small teaching components. Conceptual Framework The main goal of this study is to measure the preparedness of randomly selected graduating pre-service teachers of the S.Y. 2021-2022. To guide the researchers to the flow of this research, a theoretical framework was developed. It was composed of two frames, independent and dependent variables. The independent variable includes the four dimensions of professionalism framework consider as a key factors of effective teaching. The dependent variable comprises the preparedness of the graduating pre-service teachers to foster education. Independent Variable Statement of the Problem Hypothesis Scope and Limitations of the Study This study is exclusive to determine if the graduating pre-service teachers are prepared to foster education. The study only covers the graduating pre-service teachers through online classes and currently taking or already finished their teaching internship. Significance of the Study Definition of Terms Objectives The focus of this study is to find out the perception of graduating Pre-Service Teachers on their preparedness to foster education after graduation. The research aims to find the factors affecting the preparedness of the graduating Pre-Service Teachers. With that, the proponents are also aiming to solve if the preparedness affects their confidence in teaching after graduation. Lastly, the study aims to find out how the graduating Pre-Service Teachers can be prepared despite of the pandemic.