Bridging Theory and Practice in Teacher Education: Input To Curriculum Enhancement in Teacher Education in Region I

Abstract

For a decade, the universe has focused on quality education. A call for quality teacher, quality outcomes and quality school is the battle cry for many people from the different walks of life, either directly or indirectly to people who are managing the educational affairs of the country. It was in this context that this study was conducted to determine the extent of teaching of educational principles in the higher educational institutions and the extent of practice of these theories and principles in the secondary schools in Region I. Using the descriptive method of research, with 647 secondary school teachers in the region, the results revealed that secondary schools in Region I are good grounds for high school students considering the teaching practices, which were based on educational theories; however, there were still issues and concerns to improve the teaching practices based on educational theories. The teacher education institutions' (TEIs) purposes and objectives, faculty and instruction are rooted in teaching of educational theories/principles of TEP of HEIs, nevertheless, gaps that needed to be filled-up were still needed to fill-in the desired practices in the delivery of TEP of TEIs. Moreover, the extent of practice of educational theories/principles of secondary schools of Region I equate the extent of teaching of educational theories/principles of Teacher Education Programs and their teacher education institutions. In other words, what have been delivered to the student-teachers is congruent to their practice of the profession, based on the educational theories taught trough the TEP of their TEIs.