| Autor: |
Espinosa, Allen A., Gomez, Ma Arsenia C., Miranda, Praksis A., David, Adonis P., Macahilig, Heidi C., Reyes, Allan S., Cortez, Leah Amor S., Palomar, Brando C., de Vera, Jayson L., Patal, Marvin C., San Juan, Mark Ponce C. |
| Zdroj: |
Journal of Teaching & Learning; 2024, Vol. 18 Issue 2, p173-193, 21p |
| Abstrakt: |
This study proposes a framework to integrate competencies from various international large-scale assessments (ILSAs) into the program design of a teacher educational institution (TEI) in the Philippines. Using a descriptivedevelopmental research design, the study examined how ILSA key competencies can be incorporated into the curriculum, along with practices of outcomes-based educational programs at the TEI. Inductive thematic analysis of focus group interviews revealed one overarching program-level theme: using ILSA as a benchmark for curriculum development. At the micro level, four core themes emerged: (1) strengthened content teaching, (2) increased pedagogical content knowledge (PCK) courses, (3) explicit targeting and teaching of ILSA competencies through course-intended learning outcomes (CILOs), and (4) ILSA-like assessments. The study recommends that the Philippine Department of Education (DepEd) and TEIs collaborate to align pre-service teacher training with global literacy standards, ensuring that pre-service teachers are equipped to teach ILSA-recommended skills. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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