Praxis of K-Teaching in Dep Ed Quezon: Basis for Enhancement Training Program of Kindergarten Teachers

Abstract

INTRODUCTION

This study focused on the praxis of K teaching in Department of Education Quezon as a basis for enhancement training programs for kindergarten teachers. Specifically, it measured the level of instructional competence of teachers in terms of theoretical knowledge about learning and human behavior, attitudes that foster learning, knowledge of the subject matter, the repertoire of teaching skills and personal practical knowledge.

METHODS

To expedite the data collection, the researcher convened the School Heads on March 10, 2017, for Focus Group Discussion (FGD).To make this research study reliable, the researcher used the standard statistical tools utilizing the Simplified Statistics Software (SSB) acquired by Department of Education Quezon through the Department of Education Regional Office.The demographic profile of the respondents in terms of age, gender, highest educational qualification, and length of teaching service were treated statistically using a simple percentage.

RESULTS

Results revealed that kindergarten teachers were proficient in terms of theoretical knowledge about learning and human behavior, attitudes that foster learning, knowledge of the subject matter, the repertoire of teaching skills and personal practical knowledge. Also, there was a significant difference between the assessment made by the school heads and kindergarten teachers concerning the level of instructional competence in the praxis of K teaching in Department of Education Quezon in terms of knowledge of the subject matter, repertoire of teaching skills, and personal practical knowledge. These findings implied that the age, gender, and length of teaching experience are factors affecting the instructional competence of the Kindergarten teachers.

DISCUSSIONS

The challenges encountered by the K teachers concerning the level of instructional competence in the praxis of K teaching in the FGD conducted to the School Heads were difficulties in preparing lesson plans, following their Blocks of Time, executing the prepared LP by the new kindergarten teachers, synchronizing the competencies for 5-year old children in the preparation of Daily Lesson Log and teaching methodologies and strategies using developmentally appropriate practices.