Experience of Education Students in Classroom Teaching Demonstrations for Teaching Language Skills and its Implications for the Curriculum
Keywords:
Teaching demonstrations; teacher education; classroom teaching; student teachers; curriculumAbstract
This study explored the experiences of education students during their teaching demonstrations. It involved 39 third year English major students enrolled in the second semester of the 2024-2025 school year in Mountain Province, Philippines. Using a qualitative research design, the researcher employed various methods, including interviews, classroom observations, and document analysis. To analyze the collected data, thematic analysis was utilized. The findings revealed the challenges and opportunities faced by participants in their teaching demonstrations, highlighting their dual role as learners and teachers. This experience provided valuable insights into their presentation and pedagogical skills, fostering growth, reflection, and adaptability. Although the participants faced doubts and a loss of confidence, these challenges were integral to their growth process, leading to deeper learning and professional development. Furthermore, based on the participants’ experiences, there is a clear need to strengthen training in presentation skills, enhance the integration of pedagogical content knowledge, promote reflective practices, build confidence, and improve preparation for classroom management. By addressing these areas, programs can better equip English majors for successful teaching careers. Based on the findings, the study proposes that teacher education programs should adopt a competency-based progression framework that establishes mentor and peer feedback systems and authentic assessment methods. Additionally, it advocates for comprehensive faculty development focusing on key areas such as feedback training and reflection facilitation techniques. This approach aims to encourage meaningful reflection and professional dialogue among students while equipping faculty with strategies to create supportive learning environments.
https://doi.org/10.26803/ijlter.24.11.34
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