Enhanced, competency-aligned learning

The author April Janine C. Musngi The author

The Department of Education (DepEd) has reinforced the field study and teaching internships of pre-service teachers for enhanced experiential, developmental, and competency-aligned learning.

This was made possible in a joint policy with the Teacher Education Council Secretariat (TECS), and the Commission on Higher Education (CHED).

The DepEd said the efficiency and effectiveness of the teachers must not only be maintained, they but there should also be a new breed of teachers to teach in the post-COVID-19 learning environment.

The CHED highlighted that the joint policy aims to ensure that field study and teaching internships are experiential by using various new normal learning modalities, developmental through coaching and mentoring, and aligned with the learning continuity plan and the Most Essential Learning Competencies (MELCs).

TECS, for its part, emphasized that it must continuously provide relevant and responsive Pre-service Teacher Education to prepare the next batch of quality Filipino teachers.

Officials emphasized that although the endeavor and the relationship between CHED and DepEd are governed by the Memorandum of Agreement, the most crucial factor in preparing would-be teachers to teach at the frontlines is collaborative work.

They shared the expected teaching-learning activities in the field study courses and teaching internship, which follow the new Philippine Professional Standard for Teachers (PPST).

Also stressed is the significance of pre-service education and the teaching practice in the context of the restrictions posed by the pandemic.

A practical manual was introduced, covering the guidelines and tools that can be used by TEI supervisors, teachers, parents, and cooperating teachers, particularly in the global health situation.

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