Teachers’ pedagogical attributes have affected learning achievement and performance. This study examined the relationship between teachers’ complementary teaching attributes i.e. teaching styles and multiple bits of intelligence and the... more
Teachers’ pedagogical attributes have affected learning achievement and performance. This study examined the relationship between teachers’ complementary teaching attributes i.e. teaching styles and multiple bits of intelligence and the academic performance of the students leading to a basis for a purposive integration of pedagogical innovation in teacher education curriculum. The descriptive- correlational type of research was utilized in this study. The universal sampling technique was employed for the student- respondents while simple random sampling was used in the selection of the teacher-respondents. Data were gathered through the use of standardized questionnaires. The academic performance was determined by looking at the students’ term grade-point average. Based on the result, four (4) of the teaching styles significantly correlate with the academic performance of the students namely expert, formal authority, facilitator, and delegator. However, a negative correlation was no...
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ABSTRACT Academic institutions were not spared from the onslaught of the global pandemic as they were forced implement radical changes in academic policies. Adapting to the new normal way of learning, teacher education institutions should... more
ABSTRACT Academic institutions were not spared from the onslaught of the global pandemic as they were forced implement radical changes in academic policies. Adapting to the new normal way of learning, teacher education institutions should provide experiences and opportunities among student teachers (STs) to become reflective practitioners. Virtual Focus Group Discussions (VFGDs) offer a venue for STs to discuss their practicum experiences with their peers and teachers in the new normal set-up. This study aimed to find out how STs described their experiences in conducting VFGD for reflective practice; and to uncover their perceptions in the use of VFGD as a means to promote reflective practice and as part of teacher training. Qualitative action research design was utilized, following the plan-do-study-act (PDSA) cycle that will help teachers improve their practice. Graduating elementary educators were the participants. The findings discussed the reflective practice of the participants and the conduct of the intervention. This provides teacher educators and future researchers with a guide in conducting the same or similar experiences among STs undergoing their practicum.