Title: Becoming a Science Teacher: Reflections on Internship Experiences and Alignment with the Philippine Professional Standards for Teachers (PPST)
Authors: Jade C. Colegado
Volume: 9
Issue: 6
Pages: 51-58
Publication Date: 2025/06/28
Abstract:
This qualitative study examined the lived experiences of ten science practice teachers during their practicum, using document analysis to explore alignment with the Philippine Professional Standards for Teachers (PPST). Thematic analysis identified five core themes: Strengthened Content Mastery and Adaptive Pedagogical Practice; Developed Skills in Creating Inclusive and Responsive Learning Environments; Improved Use of Formative Assessment and Feedback for Instructional Decision-Making; Enhanced Reflective Practice and Professional Identity Formation; and Strengthened Coping Mechanisms and Instructional Flexibility in the Face of Classroom Challenges. Findings demonstrate that while foundational knowledge is essential, effective teaching requires continual adaptation, resilience, and reflective practice to address diverse student needs and real classroom dynamics. While most PPST domains were observed, Domain 6: Community Linkages and Professional Engagement emerged as the least experienced. The study highlights the critical role of preparing practice teachers in differentiated instruction, inclusive strategies, classroom management, and self-reflection before internship. Enhancing these competencies in teacher education programs can better prepare future science educators for inclusive, engaging learning environments and successfully manage the complexities of classroom teaching.