HomeThe Magusvol. 1 no. 1 (2009)

Benchmarking the Practices of Teacher Education Institutions in Science Education

Editha A. Lupdag-Padama | Aida B. Bunagan | Wilfred Caingcoy | Hermino P. Ceballos | Annie CU Gallardo | Ferdinand C. Lacuata | Melchora B. Lamorena | Delia C. Navaza | Rebecca C. Nueva Espana | Murita S. Panganiban | Adora S. Pili

Discipline: Education Administration



Based on the premise that quality education demands effective teachers, this qualitative-quantitative study was pursued to determine the practices of Teacher Education Institutions (TEIs) that are capable of effectively implementing the New Teacher Education Curriculum (NTEC). A total of 25 TEI faculty and 68 pre service teachers from four (4) TEIs were the participants of the study. Standardized concept tests, science process skills tests, attitudinaires, classroom observation protocol and interview protocol were utilized in the study As a whole, enriched curricula and syllabi, a well implemented faculty development program and strict admission policies are practices that can bring about the attainment of the implemented curriculum. The practices which resulted in the attainment of the planned and implemented curriculum are translated into policies and disseminated to all TEI’s in the country.