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Abstract

The study attempted to assess the status of implementation of the Field Study (FS) courses offered by the Teacher Education Institutions (TEIs) in collaboration with the Department of Education (DepED), Region VII, for the school year 2008-2009. This study presented the profile of the implementers both from the Teacher Education Institutions and the Department of Education, described the implementation schemes employed by both TEIs and DepED, ascertained the enhanced competency level of Field Study Students (FSS) along the seven domains of DepED’s National Competency-Based Teacher Standards and the difficulties and problems met as well as solutions made by both sectors. The study utilized the survey questionnaires (Forms 1, 2 and 3) developed by the Philippine Association For Teacher Education (PAFTE) National organization which were administered to Region VII TEI implementers and FSS and to DepED implementers. It was found out that the FS courses in the TEIs were handled by deans and FS supervisors who were educationally qualified as well as having a sufficient length of teaching experiences. In the same vein, these courses were also handled by equally qualified administrators and resource teachers in the DepED. FS courses were to be anchored on some prescribed professional education subjects and the majority of the TEIs offered the FS courses simultaneously with these content courses with regard to scheme of implementation. It was evident that the FS students’ level of competency vis-à-vis the DepED’s National Competency-Based Teacher Standards (NCBTS) was enhanced, but they scored low in the domain on planning, assessment and reporting. The TEIs and the DepED encountered many problems and difficulties in FS implementation. Summarily, through the Field Study courses, the students were able to enhance their competency level along the seven domains of the NCBTS; thus, the objective of training them to apply the principles and theories learned in content courses was achieved. However, in this initial collaboration between the Teacher Education Institutions (TEIs) and the Department of Education (DepEd) in the implementation of Field Study courses, there were some aspects which both agencies had to collaboratively settle, procedures that need to be in place and problems that have to be threshed out. Though implemented, there is a need to revisit it and possibly look into these identified problematic areas for improvement.

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