Enhancing Pre-Service Teacher Competence: An Assessment of Instructional Competencies of Bachelor of Elementary Education Student Interns

Abstract

This study assessed the instructional competencies of Bachelor of Elementary Education (BEEd) student interns as evaluated by their cooperating teachers in the Schools Division of Guimaras during the second semester of the academic year 2018–2019. Specifically, it examined the level of instructional competence across six domains—planning and preparation, teaching skills, evaluation skills, classroom management, language proficiency, and intellectual skills—identified strengths and weaknesses, and proposed a training program to enhance identified competency gaps. Descriptive design was used, using a questionnaire that is consistent with the competency-based teacher education criteria. The subjects were the cooperating teachers, who had direct supervision over the intern teachers in their practicum period. Mean and standard deviation were used for data analysis.

The results showed that the student-interns exhibited a very satisfactory degree of instructional competence, ready for professional teaching. In particular, evaluation skills and classroom management were found to be among the areas of highest performance by the intern-teachers, implying their capability to evaluate the academic achievement of students and manage the classroom properly. In addition, planning and preparation and language proficiency were also considered high areas of competency, meaning competence in lesson preparations and language communication skills. On the other hand, teaching skills and intellectual skills were relatively weak areas.

From the results, it can be concluded that although there have been considerable efforts by educational institutions towards developing basic competencies among pre-service teachers through their training programs, it is still necessary to develop strategies aimed at building high-level instructional capabilities. Consequently, a systematic training program that emphasizes learner- centered methods, reflection, differentiation, and formative assessment has been recommended based on the findings of the research. These research findings are important in enhancing the quality of teacher education programs through improved mentorship and constant professional training of instructors.