How Well does Pre-Service Teacher Preparation Align with Classroom Competency Expectations? Evidence from Northern Luzon, Philippines
Keywords:
teacher education; pre-service teacher preparation; teacher quality; competency standards; curriculum alignment; Philippine educationAbstract
The persistent learning crisis in the Philippines, underscored by poor performance in international assessments, has intensified scrutiny on teacher quality as a pivotal factor for educational reform. This study explores the alignment between the preparation provided by pre-service teacher education institutions (TEIs) and the practical competency expectations faced by beginning teachers. Using a descriptive qualitative design, this research analyzed data from focus group discussions with 16 key stakeholders from the Department of Education (DepEd), Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and TEIs across Northern Luzon. The findings reveal a significant disconnect between the theoretical knowledge imparted during pre-service teacher education and the multifaceted demands of the contemporary classroom. Key systemic challenges identified include the misalignment of teacher specialization with deployment, the overwhelming burden of non-instructional tasks, and the inadequacy of experiential learning. While TEIs are integrating technology and research into their curricula, graduates still struggle with classroom management and differentiated instruction. The study concluded that bridging the theory–practice gap requires systemic reforms, including a re-engineered internship model, stronger inter-agency collaboration under the Teacher Education Council (TEC), and policies that address the root causes of misalignment to improve teacher readiness and, ultimately, student learning outcomes.
https://doi.org/10.26803/ijlter.25.3.42
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