Conducted by LNU
, Started on 2017 -
Completed on 2018
Completed
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Practice teaching is paramount to the training of student teachers. It is this immersion into the real world of school that prepares the student in making the transition from trainee to professional. Studies have found the quality of student teachers' learning experiences in the field to be a major concern. Converting theoretical knowledge into practice will always remain a challenge since learning to teach is a complex process. This study aims to identify the best practices and problems encountered by student teachers in the actual teaching environment and to obtain concrete basis for recommendation towards enhanced mentoring practices from cooperating teachers specifically at Leyte Normal University as it sustains membership with the National Network of Normal Schools (3NS). This study anchored on Vygotsky’s Zone of Proximal Development emphasizes the scaffolding done by a more skillful individual to a less skillful learner. That over time, and given the most appropriate assistance, the less capable learner expectedly demonstrates dependence in doing a task. Qualitative case study approach is employed in the study to examine the teaching experiences of practice teachers of a state university in Tacloban, Philippines at the Department of Education schools.