Bridging the Gap: A Qualitative Analysis of the Philippine Professional Standards for Teachers and Teaching Internship Experiences of Practice Teachers
Keywords:
teaching internship; practice teachers; experiential learning; teacher education; policy alignmentAbstract
This qualitative study explored the alignment between the Philippine Professional Standards for Teachers (PPST) and the actual teaching internship experiences of practice teachers. Anchored on a documentary-analytical qualitative design, the study examined how PPST competencies were reflected in teaching portfolios—comprising lesson plans, observation records, and reflective journals of practice teachers. Data were collected through document analysis and semi-structured interviews with forty-two (42) practice teachers from Ifugao State University–Potia Campus, Ifugao, Philippines, during the academic year 2023–2024. Findings revealed that while practice teachers demonstrated foundational awareness of PPST competencies, significant gaps were observed in their classroom application. Key themes included strong content mastery and curriculum planning but difficulty in lesson adaptation; efforts to foster positive learning environments hampered by classroom management issues; awareness of learner diversity with limited inclusive strategies; recognition of assessment importance but limited hands-on experience; and commitment to professional growth with restricted access to structured development opportunities. Thus, the study developed the Teaching Internship Enhancement Program (TIEP) based on the SPATRASS model—Support, Preparation, Application, Training, Reflection, Assessment, and Sustainability. This proposed intervention aims to strengthen the alignment of internship practices with the PPST through structured mentoring, capacity-building activities, reflective engagement, and continuous program improvement. This seeks to bridge the gap between policy expectations and actual teaching performance, thereby supporting the development of future-ready professional teachers.
https://doi.org/10.26803/ijlter.24.9.25
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