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| Preparedness of Student-Teacher on the New Normal Practice-Teaching: a Sequential-Explanatory Analysis
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Rodelyn C. Alday, Deyanira B. Estrella, Russelle Mae G. Reyes, Helen Grace A. Saranillo, Melanie A. Sese, Shaira V. Villanueva, Ariel Vitto, Reymond Q. Fajardo
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Abstract:
If teacher neglects to prepare, means preparing a directionless instruction. Considering the academic shift, the preparation of student-teachers must give attention before going through the field. Thus, this study explored the preparedness of student-teachers in terms of technology inclination, pedagogical experiences and practices, financial capability, and emotional and social interaction. The study conducted sequential explanatory approach and twenty-nine (29) student-teachers from extension campus of a State University were chosen using purposive sampling. A content validated and pilot-tested questionnaire including portfolio assessment were administered. After data were statistically treated and responses were transcribed, results revealed that student-teachers are "prepared" in four(4) aspects. With the University's aim of producing much prepared next generation educators, the study recommended student-teachers to have profound technological skills, trainings for pedagogical streamlines, personal and professional growth development plan, and sustainable financial literacy must be conducted.
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