Readiness and Preparation of Pre-Service Teachers on the K to 12

Consorcia S. Tan et al, International Journal of Research in Engineering, IT and Social Sciences,

ISSN 2250-0588, Impact Factor: 6.452, Volume 06 Issue 12, December 2016, Page 13-19

http://indusedu.org Page 13

Readiness and Preparation of Pre-Service

Teachers on the K to 12 Program

Consorcia S. Tan1, Ma. Teresa

2 and M. Rodriguez

3

1,2,3(Laguna State Polytechnic University, Los Baños, Laguna, Philippines)

Abstract: The study aimed to assess the level of readiness of pre-service teachers in teaching the K to 12

curriculums, propose and implement intervention programs/activities to improve the level of readiness in the

different competencies. Total enumerations of 4th year teacher education students were employed. A survey

questionnaire developed by SEAMEO INNOTECH measuring the 21st century skills of effective teaching was

utilized to determine the students’ readiness and preparedness. Intervention activities were conducted after

knowing the lower level of competencies. These include facilitating the development of learners’ life and

career skills; creating a conducive learning environment; facilitating learning; preparing appropriate lesson

plans; developing higher order thinking skills; developing and utilizing teaching and learning resources;

enhancing ethical and moral values; assessing and evaluating learners performance; and networking with

stakeholders especially with parents. Mean and standard deviation were employed to evaluate up to what extent

the skills were developed. T-test was utilized to determine the significant difference between their competencies

before and after the intervention was conducted. The students were found out to have developed the different

competencies to a high extent which means that they are ready to teach the K to 12 programs. However, among

these competencies developing higher order thinking skills and assessing students learning got the lowest mean.

Intervention in this aspect in form of seminar about K to 12 assessment strategies in both elementary and

secondary levels was conducted. Significant difference on the extent of how this competency was developed

before and after the seminar was observed specifically among Filipino and MAPEH major students. A continues

monitoring and evaluation of students competencies needed in the 21st century needs to be conducted and

appropriate intervention programs need to be implemented.

Keywords: readiness, preparation, curriculum, preservice

I. INTRODUCTION

By virtue of Republic Act 10533 otherwise known as the Enhanced Basic Education Act of 2013, the K

to 12 Curriculum aims to produce more productive and responsible citizens fully equipped with the essential

competencies, skills for both lifelong learning and employment. It is composed of Kindergarten, six (6) years of

elementary education, four (4) years of Junior High School and two (2) years of Senior High School completing

a twelve-year basic education and Kindergarten. In line with this, the Department of Education has issued orders

on the different aspects for its successful implementation. One of these is Department Order No. 8 s. 2015 which

encapsulates Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program and DO 29,

s. 2015 - Clarifications to DepEd Order No. 8, s. 2015 or the Policy Guidelines on Classroom Assessment for

the K to 12 Basic Education Program among others. Prior to the passing of the law, DepEd Order No. 70 s. 2012

stipulates the guidelines on how to prepare lesson plans for teachers who have been in the field for many years

and for those who have been teaching for only two years. This second semester of SY 2015-2016, a new batch

of Practice teachers will be deployed to DepEd schools where the K to 12 is in its fourth year of implementation.

The question of how ready are the preservice teachers to engage in the changes in instruction and assessment

still remains.

Graduates of K to 12 will be holistically developed Filipinos with 21st Century Skills and are prepared

for higher education, middle level skills development, employment and entrepreneurship. They should have

acquired mastery of basic competencies, be emotionally mature and socially aware, pro-active, involved in

public and civic affairs and be adequately prepared for higher education, the world of work or entrepreneurship.

P21 or the Partnership for 21st Century Learning developed a framework for 21

st century student outcomes. This

includes learning, literacy and life skills. The teachers, therefore in the basic education curriculum need to

possess the 21st century skills in order to cope with the needs of the students and the requirements of the global

community. K to 12 and 21st century teachers are demanded to be multi-skilled, multi-literate and multi-

specialists among other things. Preparation of students who will become future teachers of students in the K to

12 curriculums must be evaluated in terms of the said skills which involvelearning and innovation skills,

information, media and technology skills, life and career skills. Are they adept when it comes to learning and

innovation skills in terms of creativity and innovation, critical and problem solving, communication and

collaboration? What about their proficiency in information, media and technology in terms of information




literacy, media literacy and ICT literacy? Their life and career skills in terms of flexibility and adaptability,

initiative and self-direction, social and cross-cultural, productivity and accountability, leadership and

responsibility also need to be assessed.

The Commission on Higher Education (CHED), who is in charge of Higher Education Institutions

(HEIs), sets the standards for graduates of specific programs. There is a need for HEIs to pursue excellence

because their contribution is vital to national development in terms of producing competent graduates; the

contribution of research in advancing technological innovations and their roles in regaining the Philippines’

competitiveness of Filipino graduates, reduce their vulnerability to sub-optimal working conditions within and

outside the country, and help the Philippines catch up with its neighbors. (Briefer on CMO 46: Policy Standard

on Outcomes-Based and Typology –Based Quality Assurance)

As a Teacher Education Institution (TEI), the Laguna State Polytechnic University is mandated for the

exit outcomes of the teacher education programs are achieved. These are based on future trends, are complex

demonstrations of personal development, and are intended to produce graduates who are self- directed learners;

are critical thinkers/problem solvers/decision makers; are communicators and collaborators (team players); can

express themselves creatively, proactively, and responsibly; easily adapt to change; exhibit self-esteem; and

demonstrate concern, tolerance and respect for others as citizens in a global society. The teachers, therefore in

the basic education curriculum need to possess the 21st century skills in order to cope with the needs of the

students and the requirements of the global community. K to 12 and 21st century teachers are demanded to be

multi-skilled, multi-literate and multi-specialists among other things. Preparation of students who will become

future teachers of students in the K to 12 curriculums must be evaluated in terms of the said skills which involve

learning and innovation skills, information, media and technology skills, life and career skills. Are they adept

when it comes to learning and innovation skills in terms of creativity and innovation, critical and problem

solving, communication and collaboration? What about their proficiency in information, media and technology

in terms of information literacy, media literacy and ICT literacy? Their life and career skills in terms of

flexibility and adaptability, initiative and self-direction, social and cross-cultural, productivity and

accountability, leadership and responsibility also need to be assessed.

Significance of the Study

The results of this study become the bases for determining what specific skills need to be further

developed among the preservice teachers. These also serve as inputs to the intervention program such as the

conduct of seminars and workshops to enhance the least developed skills focusing on the realities of teaching

and learning. The Instructors and Professors are also able to reflect on the need to improve themselves in terms

of teaching strategies and respond to the challenges of 21st century education

Theoretical Framework

A curriculum is dynamic and as such, responds to changes in society which it caters. The K to 12

implementation in the Philippines calls for an enrichment of the Teacher Education curriculum. Pre-Service

Teachers need to meet the challenge of K to 12. This study is anchored on “Towards a Theory of Change

Readiness” by JenniferWalinga (2008). By inquiring deeply into individual appraisals of a change, she studied

the possibility to facilitate a focal shift from “resistance” to“resolution” and from a desire for “power over” a

change to recognition of one’s “power to” change effectively. Since the respondents of this study were senior

teacher education students who were receptive to change, an analysis of the least mastered skill was the focus of

this research. The competencies of future teachers based on 21st century skills determine their self-assessment

of change readiness. From mere acquisition of cognitive knowledge about the teaching profession, the study

delved deeper into their readiness to cope with the K to 12 curriculums which is anchored on 21st century skills

of both teachers and students.

Conceptual Framework

Figure 1 illustrates the research paradigm which includes students’ level of readiness and preparation

based on Southeast Asian Teachers Competencies for the 21st Century. The readiness is measured in terms of

the students’ competencies in facilitating the development of learners’ life and career skills; creating a

conducive learning environment; facilitating learning; preparing appropriate lesson plans in line with the school

vision and mission; developing higher order thinking skills; developing and utilizing teaching and learning

resources; enhancing ethical and moral values; assessing and evaluating learner performance; and networking

with stakeholders.

The least developed skills are identified which become the basis for intervention program. An

evaluation whether the intervention is effective or not is done using appropriate statistical test.




Figure1: Research Paradigm

II. METHODOLOGY The competency framework for Southeast Asian Teachers for the 21

st century researched by SEAMEO

INNOTECH was the basis of the questions to determine the student’s level of readiness and preparation. Corpuz

(2015) emphasized that the framework is also aligned with the National Competency-Based Teacher Standards

(NCBTS) developed by the Teacher Education Council (TEC), the Department of Education (DepEd) and

CHED. The competencies include facilitating the development of learners’ life and career skills; creating a

conducive learning environment; facilitating learning; preparing appropriate lesson plans in line with the school

vision and mission; developing higher order thinking skills; developing and utilizing teaching and learning

resources; enhancing ethical and moral values; assessing and evaluating learner performance and engaging in

professional development.

A 5-Point Likert Scale was used to evaluate the extent of students’ skills in these competencies where 5

means to a very high extent; 4, to a high extent; 3, to a moderate extent; 2, to a limited extent and 1, not at all.

The questionnaire was administered to the respondents consisting of fourth year teacher education students.

Total enumeration was the sampling technique employed. Mean and standard deviation were utilized to describe

the respondents’ competencies/skills while T test for correlated means to determine the effectiveness of the

intervention activity after identifying which specific competency of the students need to be further enhanced.

Since the findings revealed that the students have lower level of skills in terms of assessment of

students’ learning, a seminar on assessment strategies used in the K to 12 curriculums was conducted. Resource

persons from both the elementary and secondary level were invited to discuss about the topic. An in-depth

discussion was followed by an open forum where students were able to clarify matters about assessment

activities done in the current curriculum. A survey questionnaire was then administered to determine if there

was an improvement in the students’ understanding and use of assessment in the K to 12 curriculums.

III. RESULTS AND DISCUSSION The BSEd students rated their skills in the different indicators of facilitating the development of

learner’s life and career skills to a “high extent” ranging from mean 3.55 to 3.78. They are able to facilitate the

development of students’ learning to Know, to Do and to Be.

Table1: Facilitating the Development of learner’s life and career skills

Indicative Statements MEAN SD Descriptive

Interpretation

1. Equip oneself with knowledge , skills, attitudes and values of the 21st

century.

3.78 0.40 High Extent

2. Facilitate development of students learning to Know knowledge,

skills, attitudes and values.


3. Facilitate development of students’ learning to Do knowledge, skills,

attitudes and values.


4.Facilitate development of students learning to Be knowledge, skills, 3.71 0.36 High Extent

Competencies of Teachers for the 21st Century

1. Facilitating the development of learners’ life and career

skills

2. Creating a conducive learning environment

3. Facilitating learning

4. Preparing appropriate lesson plans in line with the

school vision and mission.

5. Developing higher order thinking skills

6. Developing and utilizing teaching and learning resources

7. Enhancing ethical and moral values

8. Assessing and evaluating learner performance

9. Networking with stakeholders

Intervention Activity for

Competency with low level of

readiness

Effectiveness of the Intervention

Activity




attitudes and values

5.Facilitate development of students learning to Live knowledge, skills,

attitudes and values


6. Assess students’ knowledge, skills, values and attitudes on the 4

pillars of education.


Grand Mean 3.69 0.37 High Extent

In terms of creating a conducive learning environment by fostering a safe, clean and orderly learning

environment as well as promote a caring and learning friendly one, the students rated themselves to have skills

in these indicators to a “high extent” with means of 3.87 to 4.18. Since students’ learning depends much on the

teachers’ capability to provide students with a conducive environment, these future teachers were already adept

with the ways of setting the mood for effective learning.

Table2: Creating a Conducive Learning Environment

Indicative Statements Mean SD Descriptive

Interpretation

1.Foster a safe, clean and orderly learning environment. 4.13 0.15 High Extent

2.Promote a caring and learning friendly environment. 4.15 0.20 High Extent

3.Motivate active learning 3.92 0.31 High Extent

4.Foster an understanding to maintain a high standard of learning

performance


5.Respect diversity of learners 4.18 0.18 High Extent

6.Maintain a collaborative learning environment 4.02 0.31 High Extent


They also evaluated their skills in facilitating learning to a” high extent.” Among the indicators,

“manage classroom activities” got the highest mean of 4.05 which denotes the students’ confidence in managing

their classes well. This can be attributed to the thorough discussion of the subject matter in their professional

education subjects with the Instructors as facilitators. The rest of the indicators have means of 3.68 to 3.88 also

interpreted to a high extent.

Table3: Facilitating Learning


Interpretation

1.Acquire mastery of subject matter 3.68 0.458 High Extent

2.Employ strategies that cater to students’ learning styles and to elicit

active learning


3.Coomunicate at learners’ level 3.84 0.27 High Extent

4.Promote students’ participation and collaboration 3.88 0.33 High Extent

5.Apply questioning and reacting and reacting skills 3.75 0.32 High Extent

6.Integrate HOTS in the lesson 3.82 0.33 High Extent

7.Contextualize teaching to local situations 3.69 0.40 High Extent

8. Manage classroom activities. 4.05 0.38 High Extent


Skills in preparing appropriate lesson plans were rated to a “high extent”. All the indicators from

assessment of learners’ needs, formulation of lesson objectives, diversity of learners, learning resources,

assessment measures and utilization of assessment results were given a rating of 3.68 to 3.98 interpreted to a




“high extent”. This implies that the students were given effective strategies in applying what they learned about

lesson planning.

Table4: Preparing appropriate lesson plans in line with the school vision and mission


Interpretation

1. Assess existing learning needs 3.75 0.38 High Extent

2. Formulate specific learning objectives incorporating knowledge,

skills, attitudes, and values if applicable.

3.75 0.45

High Extent

3. Prepare lesson plan based on syllabus and time frame 3.98 0.20 High Extent

4. Consider diversity of learners in preparing lesson plans 3.98 0.15 High Extent

5. Select the right methodologies according to subjects and learners’

level


6. Determine appropriate learning resources available for teaching and

learning.


7. Construct appropriate assessment measures 3.68 0.38 High Extent

8. Utilize results of learners’ assessment and teacher’s reflection in

developing lesson plans



Although evaluated to a high extent, the students seem to struggle when it comes to developing higher

order thinking skills with means ranging from 3.55 to 3.73. The levels of cognitive domain according to

Benjamin Bloom are in ascending order and therefore teachers need to bring their students to the higher part of

the ladder. Divergent questions will train students to think deeper when lessons are planned very well.

Table5: Developing higher order thinking skills


Interpretation

1. Equip oneself with HOTS concepts and strategies 3.73 0.28 High Extent

2. Develop HOTS in learners 3.55 0.33 High Extent

3. Strengthen the HOTS in learners 3.64 0.25 High Extent

4. Assess HOTS of learners 3.67 0.30 High Extent


Compared with other 21st century skills, developing and utilizing teaching and learning resources got

higher means of 4.0 to 4.16 interpreted to a high extent. Acquire knowledge and skills in the use of teaching and

learning resources has the highest mean of 4.16 which shows that the students were exposed to various means of

using instructional and learning materials. Since they are trained to become future teachers strategies such as

micro-teaching, demonstration teaching, role playing, dramatization and the like are considered effective

teaching strategies.

Table6: Developing and utilizing teaching and learning resources


Interpretation

1. Acquire knowledge and skills in the use of teaching and learning

resources 4.16 0.23

High Extent

2. Develop teaching and learning resources appropriate for the lesson. 4.01 0.19 High Extent

3. Utilize appropriate teaching and learning resources for the lesson. 4.0 0.19 High Extent

4. Integrate use of ICT in teaching and learning. 4.09 0.10 High Extent

5. Monitor and evaluate the use of teaching and learning resources 4.09 0.09 High Extent





Enhancing ethical and moral values was also rated to a high extent with means of 3.99 to 4.11. Table7

implies that the students are able to realize the important role that they will play in the lives of their future

students. They badly need this aspect considering the many challenges they will face later on when they conduct

their practice teaching and become professional teachers.

Table7: Enhancing ethical and moral values


Interpretation

Internalize teachers’ professional code of ethics as specified in one’s

own country


Uphold and model teachers’ professional code of ethics 3.99 0.10 High Extent

Educate learners and co-teachers with ethics and moral values 4.11 0.19 High Extent


Table 8 illustrates the competency on assessing and evaluating learner performance. The values suggest

that the pre-service teachers possess the skills in determining students’ performance. With a grand mean of 3.82

and SD of 0.19, they show that they can apply the competency to a high extent.

Table8: Assessing and evaluating learner performance


Interpretation

1. Acquire knowledge and skills on testing, assessment and evaluation. 3.76 0.16 High Extent

2. Develop formative and summative assessment. 3.79 0.17 High Extent

3. Assess students’ learning using different and appropriate assessment

tools. 3.84 0.21

High Extent

4. Utilize assessment results. 3.87 0.21 High Extent


Communicating with parents and other stakeholders in implementing and assessing the effectiveness of

curriculum is a skill which must be possessed by the future teachers. When stakeholders know how the

curriculum affects students’ learning they become supportive of its implementation in all aspects. One of the

skills with higher rating, the pre-service teachers claimed that they can network with stakeholders to a high

extent with a mean of 4.17. (Table 9)

Table9: Networking with stakeholders especially with parents

A comparison of students’ answers before and after the conduct of a seminar-workshop about

assessment strategies in both elementary and secondary levels is reflected in Table 10. The results reveal that

there was an improvement in the competency on assessing and evaluating learner performance. With a mean of

4.33 from 3.82, a positive difference of 0.51 for all pre-service teachers was noted.

Table10: Assessing and evaluating learner performance


Interpretation

Mean SD Descriptive

Interpretation

1. Acquire knowledge and skills on

testing, assessment and evaluation.

3.76 0.16 High Extent 4.34 0.32 High Extent

2. Develop formative and summative

assessment.


3. Assess students’ learning using

different and appropriate assessment

tools.


4. Utilize assessment results. 3.87 0.21 High Extent 4.36 0.38 High Extent

Grand Mean 3.82 0.19 High Extent 4.33 0.35 High Extent

However, when the mean ratings of each specialization were examined and significant difference

tested, students specializing in MAPEH and Filipino improved much. At 0.05 level of significance, the p-value

of 0.003 for MAPEH revealed that there was a significant difference in their self-assessment of competency in

assessing and evaluating learner’s performance. The same holds true for Filipino majors with p-value of 0.016.


Interpretation

1. Enhance public relation skills. 4.16 0.43 High Extent

2. Develop partnership with parents and other stakeholders 4.15 0.21 High Extent

3. Share the responsibility of educating students with the community. 4.23 0.16 High Extent

4. Participate actively in socio-civic events of the community. 4.12 0.25 High Extent





A positive difference between the means of all majors was noted although not that significant in other

specializations.

Table11: Significant Difference between Pre-Service Teachers’ Competence on Assessing and Evaluating

Learner’s Performance Before and After the Conduct of the Seminar-Workshop.

Specialization English Filipino Mathematics MAPEH TLE Bio. Sci. Soc. Sci. BEEd

p-value 0.549 0.016 0.86 0.003 0.139 0.536 0.451 0.366

IV. CONCLUSION AND RECOMMENDATION The positive response of students in the seminar-workshop about the least-learned competency

indicates that they are willing to change and ready to meet the challenges of the K to 12 curriculums. There was

a significant difference in the mean ratings of MAPEH and Filipino majors before and after the conduct of the

activity. Positive difference was also noted in other areas of specialization. Majority of the 21st century skills

were already developed in the students to a high extent. Intervention programs like seminar-workshop have to

be implemented consistently to cater to the Pre-service Teachers’ varied needs and concerns.

Limitations of the Study

This study focused on 21st century skills where the K to 12 program of the Department of Education is

anchored. These need to be developed in the preservice teachers before they immerse in their Student Teaching

phase. The skills are identified by SEAMEO INNOTECH; hence questions on these skills were used to measure

the extent of students’ readiness and preparation that are in their senior year of the Teacher Education Program.

Directions for Future Research

This research points out the need to include the readiness and preparation of Instructors and Professors

on the 21st century education since they are the trainers of future educators. The results also point out the

inclusion of all preservice teachers in the study in all year levels.

V. REFERENCE [1] Walinga, J. (2008). Toward a Theory of Change Readiness The Roles of Appraisal, Focus, and Perceived Control. The Journal

of Applied Behavioral Science, Vol. XX No.X, Month XXXX xx-xx DOI: 10.1177/0021886308318967 © 2008 NTL Institute 1997).

[2] Department Order No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

[3] Department Order No. 29, s. 2015 Clarifications to DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program)

[4] DepEd Order No. 70 s. 2012 Guidelines on the Preparation of Daily Lessons [5] Republic Act No. 10533 Enhanced Basic Education Act of 2013 or the K to 12 Curriculum

[6] http://www.p21.org/our-work/p21-framework

http://www.p21.org/our-work/p21-framework

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Readiness and Preparation of Pre-Service Teachers on the K to 12