This study proposed a networking model for the training of student teachers based on an integrated review of primary researches on the student teaching program of the Bachelor of Elementary Education (BEEd) and the Bachelor of Secondary Education (BSEd), and on consultation of community agencies with informal linkage with Teacher Education Institutions and the Department of Education, Culture and sports (DECS). It looked into the state of the art and practice of student teaching programs particularly their objectives, policies, curricula, facilities and funding, as well as faculty and management. It also elicited the responses of community agencies as regards the feasibility of entering into a formal networking relationship for the improvement of student teaching.
The study made use of the descriptive research method complemented by the Research and development (R&D) model. The questionnaire was the main tool for gathering of data on the feasibility study while a rating scale was used in the face validation of the proposed networking model. Results were analyzed with the use of the weighted means, percentage, ranks, Coefficient Alpha and KR 21.
The data gathered in the integrated review were evaluated in accordance with DECS Order No. 26, s. 1983 otherwise known as the Policies and Standards for Teacher Education.
Salient findings are:
Objectives if teaching were limited to the socialization or preparation of the student teacher into the profession while the development of values, community awareness and research were ignored.
The prescribed policies on the admission and retention were not adhered to strictly. The curriculum meets DECS prescriptions but did not include involvement of community resources (human and material) and the development of values and research awareness. There were no conclusive data on faculties and funding of student teaching.
The faculty members fell short of the educational qualification, which is a master’s degree. The management of student teaching was inadequate. Some teacher education institutions did not have a student teaching coordinator/supervisor.
The government thrusts implemented by teacher education institutions and the DECS are also implemented by community agencies and there was much institutional planning, implementing and evaluating the different thrusts. The community agencies favored the establishment of a formal linkage between the offices and teacher training institutions. The Alpha Coefficient of .56 (moderate) which was computed from the responses of community agencies indicated that the proposed networking model is valid for field testing.