Developing Assessment Tool for Experiential Learning in Teacher Education Programs: A Sequential Exploratory Study

Assessment plays a critical role in determining pre-service teachers’ readiness and competence during experiential learning. This study identified competencies that supervising teachers utilized to assess pre-service teachers’ engagement in experiential learning. Based on the Philippine Professional Standards for Teachers (PPST), the study employed a sequential exploratory mixed-methods research design. In the qualitative phase, six supervising teachers were purposively selected and participated in in-depth interviews; 47 pre-service teachers were included in the quantitative phase. Thematic analysis of the data revealed seven competencies: content mastery and delivery, positive classroom management, inclusive instructional strategy, constructive planning, responsive assessment, professional conduct, and reflective growth. These themes were used to develop three assessment tools for teaching demonstration, lesson planning, and non-classroom attributes. The developed assessment tools exhibited a very high overall content validity index and demonstrated excellent internal consistency, with Cronbach's alpha coefficients ranging from .860 to .971. The results showed that the developed assessment tools were valid and reliable for assessing pre-service teachers' experiential learning. It is recommended that the developed criteria be tested within a higher-level research design, such as exploratory factor analysis.

experiential learning, pre-service teachers, assessment tool development, teacher education, Philippine Professional Standards for Teachers (PPST)

1. Abdelhalim, S. M., & Alsahil, A. (2024). An Analysis of ELT Practicum Supervisory Written Feedback and Preservice Teachers’ Perceptions. In Research Square. https://doi.org/10.21203/rs.3.rs-3897820/v1 [Google Scholar] [Crossref]

2. Abraham, J., Ferfolja, T., Sickel, A. J., Power, A., Curry, C., Fraser, D., & Mackay, K. (2021). Development and Validation of a Scale to Explore Pre-Service Teachers’ Sense of Preparedness, Engagement and Self-Efficacy in Classroom Teaching. The Australian Journal of Teacher Education, 46(1), 1–23. https://doi.org/10.14221/ajte.202v46n1.1 [Google Scholar] [Crossref]

3. Adie, L., Wyatt-Smith, C., Finch, M., & DeLuca, C. (2024). Evidence of teacher assessment work and its relationship to their assessment identity. Teaching and Teacher Education, 141, 104518–104518. https://doi.org/10.1016/j.tate.2024.104518 [Google Scholar] [Crossref]

4. Akintayo, O. T., Eden, C., Ayeni, O., & Chisom, N. (2024). Inclusive curriculum design: Meeting the diverse needs of students for social improvement. International Journal of Applied Research in Social Sciences, 6(5), 770–784. https://doi.org/10.51594/ijarss.v6i5.1100 [Google Scholar] [Crossref]

5. Aldino, A. A., Tsai, Y.-S., Mello, R. F., Gasevic, D., & Chen, G. (2024). Towards Automatic Classification of Learner-Centred Feedback. Computers and Education: Artificial Intelligence, 7, 100332. https://doi.org/10.1016/j.caeai.2024.100332 [Google Scholar] [Crossref]

6. Alfianingtias, D., & Hadi, M. S. (2025). The Influence of Learning Communities, Teacher Pedagogical Competence, and School Readiness on the Implementation of the Deep Learning Approach in Elementary Schools in Cipondoh Subdistrict, Tangerang City. International Journal of Research and Innovation in Social Science, IX(VII), 3493–3498. https://doi.org/10.47772/ijriss.2025.907000281 [Google Scholar] [Crossref]

7. Aliyu, A., & Muhammad, Y. (2025). Breaking Barriers to Pre-Service Teacher’s Engagement through Universal Design for Learning. International Journal of Research and Innovation in Applied Science, 138–145. https://doi.org/10.51584/ijrias.2024.912014 [Google Scholar] [Crossref]

8. Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221. https://doi.org/10.1016/j.sapharm.2018.03.066 [Google Scholar] [Crossref]

9. Alonzo, D., Bejano, J., & Labad, V. (2022). Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform. International Journal of Instruction, 16(1), 489–506. https://doi.org/10.29333/iji.2023.16127a [Google Scholar] [Crossref]

10. Amka, Yuwono, I., Jaleha, S., & Giana, D. P. (2025). Inclusive Education Management and the Psychological Transformation of Special Education Teachers: The Impact of Training on Professional Competence and Identity. Environment and Social Psychology, 10(11). https://doi.org/10.59429/esp.v10i11.4279 [Google Scholar] [Crossref]

11. Asante, G., Brany, N. K., Osafo, S. S., & Boateng, G. (2023). Social Studies Teachers’ Authentic Assessment Practices, Tools and Challenges in Assessing Students’ Learning Outcomes. Universal Journal of Social Sciences and Humanities, 3(1), 23–34. https://doi.org/10.31586/ujssh.2023.696 [Google Scholar] [Crossref]

12. Atobatele, N. F. A., Akintayo, N. O. T., & Diane, P. (2024). The impact of instructional design on language acquisition in multilingual STEM classrooms. Engineering Science & Tecnology Journal, 5(5), 1643–1656. https://doi.org/10.51594/estj.v5i5.1113 [Google Scholar] [Crossref]

13. Babatimehin, T., Aina, O., Ogunsakin, I. B., & Ogungbaigbe, T. S. (2025). Assessing teachers’ knowledge of school based assessment practices in Nigeria secondary schools. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00512-8 [Google Scholar] [Crossref]

14. Bacus, R. C., Picardal, M. T., Perez, N. B., & Balo, V. T. M. (2024). Predictors of beginning teachers’ teaching performance. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1375726 [Google Scholar] [Crossref]

15. Bagdžiūnienė, D., Kazlauskienė, A., Nasvytienė, D., & Sakadolskis, E. (2022). Linking supportive school leadership and teacher resilience: The mediating role of job resources. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.999086 [Google Scholar] [Crossref]

16. Baier‐Mosch, F., & Kunter, M. (2024). Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1365005 [Google Scholar] [Crossref]

17. Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K. C. P., & Sheridan, L. (2021). The Power of Feedback and Reflection: Testing an Online Scenario-based Learning Intervention for Student Teachers. Computers & Education, 169(169), 104194. https://doi.org/10.1016/j.compedu.2021.104194 [Google Scholar] [Crossref]

18. Bartanen, B., & Kwok, A. (2021). Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality. American Educational Research Journal, 58(5), 887–920. https://doi.org/10.3102/0002831221990359 [Google Scholar] [Crossref]

19. Bastian, K. C., Patterson, K. M., & Carpenter, D. (2020). Placed for Success: Which Teachers Benefit from High-Quality Student Teaching Placements? Educational Policy, 36(7), 089590482095112. https://doi.org/10.1177/0895904820951126 [Google Scholar] [Crossref]

20. Bazán-Ramírez, A., Capa-Luque, W., Chávez-Nava, R., Dávila-Navarro, M. C., Ango-Aguilar, H., Hervias-Guerra, E., & Bello-Vidal, C. (2025). Self-assessment of didactic performance of psychology and education professors in Mexico and Peru. Frontiers in Education, 9(9). https://doi.org/10.3389/feduc.2024.1499598 [Google Scholar] [Crossref]

21. Bennion, A., Bismack, A. S., Davis, E. A., & Palincsar, A. S. (2022). The Resources of Instructional Contexts: Examples From New Elementary Science Teachers. Journal of Education, 204(2), 002205742211067. https://doi.org/10.1177/00220574221106748 [Google Scholar] [Crossref]

22. Biggs, J., & Tang, C. (2011). Teaching For Quality Learning At University (4th Ed.). Mcgraw-Hill Education. [Google Scholar] [Crossref]

23. Bjørndal, C., Mathisen, P., Wennergren, A.-C., & Thornberg, F. (2024). Challenges of the supervision process in the teacher education practicum – A qualitative research review. Teaching and Teacher Education, 146(146), 104619. https://doi.org/10.1016/j.tate.2024.104619 [Google Scholar] [Crossref]

24. Boguslav, A., & Cohen, J. (2023). Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter. Journal of Teacher Education, 75(2), 168–185. https://doi.org/10.1177/00224871231200279 [Google Scholar] [Crossref]

25. Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

26. Brondyk, S. K. (2024). Engaging in continuous improvement: implications for educator preparation programs and their mentors. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1259324 [Google Scholar] [Crossref]

27. Burbank, M., Goldsmith, M., & Kiuhara, S. (2025). Programmatic Intentions on P-12 Preservice Teachers’ Perspectives of Diversity and Disability. Journal of the Scholarship of Teaching and Learning, 25(2). https://doi.org/10.14434/josotl.v25i2.36400 [Google Scholar] [Crossref]

28. Cabradilla, M. T. (2025). Teachers’ Competency Based on the Philippine Professional Standards for Teachers I-III: Basis for a Training Program. International Journal Of Multidisciplinary Research And Analysis, 8(4). https://doi.org/10.47191/ijmra/v8-i04-64 [Google Scholar] [Crossref]

29. Cahapay, M. B. (2020). Reshaping Assessment Practices in a Philippine Teacher Education Institution during the Coronavirus Disease 2019 Crisis. Pedagogical Research, 5(4), em0079. https://doi.org/10.29333/pr/8535 [Google Scholar] [Crossref]

30. Cain, M., & Fanshawe, M. (2021). Expectations for success: Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education. Australasian Journal of Educational Technology, 137–151. https://doi.org/10.14742/ajet.6449 [Google Scholar] [Crossref]

31. Caldwell, K. W. (2022). Teaching as Apprentices and Learning in Communities : Novice Social Studies Teachers’ Development of Critical Literacy Practices. Deep Blue (University of Michigan). https://doi.org/10.7302/4877 [Google Scholar] [Crossref]

32. Carmi, T., & Tamir, E. (2026). Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships. ENLIGHTEN (Jurnal Bimbingan Dan Konseling Islam), 175, 105460–105460. https://doi.org/10.1016/j.tate.2026.105460 [Google Scholar] [Crossref]

33. Carvajal, D. M., Mama, N., Ornopia, N., & Labunog, E. (2026, January 17). Challenges of Pre-service Teachers in using the Filipino Language as a Medium of Instruction during Internship - International Journal of Transformative Multidisciplinary Studies. International Journal of Transformative Multidisciplinary Studies; JMED Research and Development on Medical Sciences. https://ijtmsonline.com/0202-06/ [Google Scholar] [Crossref]

34. Cavanagh, M., Barr, J., Moloney, R., Lane, R., Hay, I., & Chu, H.-E. (2019). Pre-service Teachers’ Impact on Student Learning: Planning, Teaching, and Assessing during Professional Practice. Australian Journal of Teacher Education, 44(2), 66–81. https://doi.org/10.14221/ajte.2018v44n2.5 [Google Scholar] [Crossref]

35. Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Elements in Language Teaching. https://doi.org/10.1017/9781009029384 [Google Scholar] [Crossref]

36. Chan, W. K., Zhang, L., & Oon, E. (2023). Classroom assessment that tailor instruction and direct learning: A validation study. International Journal of Assessment Tools in Education, 10(2), 376–394. https://doi.org/10.21449/ijate.1155679 [Google Scholar] [Crossref]

37. Chang, M., Shaeffer, S., Al-Samarrai, S., Ragatz, A., Ree, J., & Stevenson, R. (2014). Teacher Reform in Indonesia The Role of Politics and Evidence in Policy Making Human Development. https://documents1.worldbank.org/curated/en/726801468269436434/pdf/Main-report.pdf [Google Scholar] [Crossref]

38. Cohen, J., Anandita Krishnamachari, & Wong, V. C. (2023). Experimental Evidence on the Robustness of Coaching Supports in Teacher Education. Educational Researcher, 53(1). https://doi.org/10.3102/0013189x231198827 [Google Scholar] [Crossref]

39. Conceição, T., Baptista, M., & da Ponte, J. P. (2021). Examining Pre-service Science Teachers’ Pedagogical Content Knowledge Through Lesson Study. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2060. https://doi.org/10.29333/ejmste/11442 [Google Scholar] [Crossref]

40. Connell, C. J., Brown, T., Hewitt, A., Grieve, A., O’Donovan, R., Malone, D. T., Ross, B., Cousland, R., Oliaro, L., & Yu, M. (2021). Resilience, professionalism, and reflective thinking: The three-legged stool of health professional and teacher education students’ fieldwork practice / Resilienz, Professionalität und reflektierendes Denken: die drei Säulen für das Praktikum von Studierenden der Gesundheitsberufe und der Lehrerbildung. International Journal of Health Professions, 8(1), 98–111. https://doi.org/10.2478/ijhp-2021-0009 [Google Scholar] [Crossref]

41. Creswell, J. W. (2021). A Concise Introduction to Mixed Methods Research. SAGE Publications. [Google Scholar] [Crossref]

42. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

43. Dizon, M. A. A. D., & Chavez, M. L. L. (2022). Circumstances to Contribution: A Phenomenological Study on School Counseling Site Supervision in the Philippines. Philippine Social Science Journal, 5(2), 105–117. https://doi.org/10.52006/main.v5i2.497 [Google Scholar] [Crossref]

44. Dunn, K., & Mulvenon, S. (2019). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment, Research, and Evaluation, 14(14), 7. https://doi.org/10.7275/jg4h-rb87 [Google Scholar] [Crossref]

45. EDCOM II. (2026). TURNING POINT A Decade of Necessary Reform (2026-2035) EDCOM II • FINAL REPORT. https://edcom2.gov.ph/media/2026/01/EDCOM-II-Y03-for-web-012626_final.pdf [Google Scholar] [Crossref]

46. Elardo, A. L. A. (2025). Teachers’ Preparedness, Needs and Challenges in the Implementation of Matatag Curriculum. Cognizance Journal of Multidisciplinary Studies, 5(5), 334–337. https://doi.org/10.47760/cognizance.2025.v05i05.020 [Google Scholar] [Crossref]

47. Espinosa, A. A., Gomez, Ma. A. C., Miranda, P. A., David, A. P., Macahilig, H. B., Reyes, A. S., Cortez, L. A. S., Palomar, B., Vera, J. D., Patal, M., & Juan, M. (2024). Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines. Journal of Teaching and Learning, 18(2), 173–193. https://doi.org/10.22329/jtl.v18i2.8898 [Google Scholar] [Crossref]

48. Eyüboğlu, I. S. K. (2024). Comparing the Feedback of University Supervisor and Cooperating Teachers for Preservice Science Teachers within the Scope of Pedagogical Content Knowledge. Kuramsal Eğitimbilim, 17(1), 145–168. https://doi.org/10.30831/akukeg.1316111 [Google Scholar] [Crossref]

49. Fuentes-Vilugrón, G., Sandoval-Obando, E., Caamaño‐Navarrete, F., Arriagada-Hernández, C., Etchegaray-Pezo, P., Muñoz-Troncoso, F., Gordillo, I. C., Martín, P. del V., & Mella, E. R. (2024). Difficulties among Teachers’ Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools. Behavioral Sciences, 14(9), 749–749. https://doi.org/10.3390/bs14090749 [Google Scholar] [Crossref]

50. Fuentealba, R., & Russell, T. (2023). Encouraging reflective practice in the teacher education practicum: A dean’s early efforts. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1040104 [Google Scholar] [Crossref]

51. Fiorella, L., & Mayer, R. E. (2021). Principles for Reducing Extraneous Processing in Multimedia Learning (pp. 185–198). In Cambridge University Press eBooks. https://doi.org/10.1017/9781108894333.019 [Google Scholar] [Crossref]

52. Gallchóir, C. Ó., & McGarr, O. (2022). What is caught rather than taught: messages of professionalism communicated by teacher educators. Journal of Education for Teaching International Research and Pedagogy, 49(1), 5–20. https://doi.org/10.1080/02607476.2022.2053356 [Google Scholar] [Crossref]

53. Gençoglu, B., Helms‐Lorenz, M., Maulana, R., Jansen, E., & Gencoglu, O. (2022). Machine and expert judgments of student perceptions of teaching behavior in secondary education: Added value of topic modeling with big data. University of Groningen Research Database (University of Groningen / Centre for Information Technology), 193, 104682–104682. https://doi.org/10.1016/j.compedu.2022.104682 [Google Scholar] [Crossref]

54. Generalao, I., Ducanes, G., Yee, K., & David, C. (2022). Teacher Education in the Philippines: Are We Meeting the Demand for Quality? https://cids.up.edu.ph/wp-content/uploads/2022/04/1-Generalao-et-al.-2022-Teacher-education-in-the-PH.pdf [Google Scholar] [Crossref]

55. George, D., & Mallery, P. (2019). IBM SPSS Statistics 26 Step by Step. Routledge. https://doi.org/10.4324/9780429056765 [Google Scholar] [Crossref]

56. Getenet, S., Haeusler, C., Redmond, P., Cantle, R., & Crouch, V. (2024). First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design. Technology Knowledge and Learning, 29(3), 1359–1383. https://doi.org/10.1007/s10758-023-09724-z [Google Scholar] [Crossref]

57. Gibbs, K., & Beamish, W. (2021). Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School. Australian Journal of Teacher Education, 46(7), 97–113. https://doi.org/10.14221/ajte.2021v46n7.6 [Google Scholar] [Crossref]

58. Ginsburg, S., Lingard, L., Sugumar, V., & Watling, C. J. (2024). “I Think Many of Them Want to Appear to Have a Growth Mindset”: Exploring Supervisors’ Perceptions of Feedback-Seeking Behavior. Academic Medicine, 99(11), 1247–1253. https://doi.org/10.1097/acm.0000000000005838 [Google Scholar] [Crossref]

59. Golubtchik, L. (2024). Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers. Journal of Education and Learning, 13(4), 1–1. https://doi.org/10.5539/jel.v13n4p1 [Google Scholar] [Crossref]

60. Gumagay, R. M. (2024). Information and communication technology adoption in the challenging environments accounts of teachers in offgrid areas| International Journal of Innovative Science and Research Technology. Doi.org, 947–956. https://doi.org/10.38124/ijisrt/ijisrt24jul628 [Google Scholar] [Crossref]

61. Gupta, Dr. N. (2025). The Impact of Teacher Training Programs on Classroom Management Proficiencies. Universal Research Reports, 12(4), 90–93. https://doi.org/10.36676/urr.v12.i4.1661 [Google Scholar] [Crossref]

62. Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2021). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217–231. https://doi.org/10.1177/1469787421989160 [Google Scholar] [Crossref]

63. Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.645758 [Google Scholar] [Crossref]

64. Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors. Teaching & Learning Inquiry, 9(1), 294–316. https://doi.org/10.20343/teachlearninqu.9.1.20 [Google Scholar] [Crossref]

65. Hinderliter, H. (2022). Principles of Accessible Multimedia Learning. https://doi.org/10.59668/423.8402 [Google Scholar] [Crossref]

66. Hong, J. (2025). Effective Lesson Planning: A Pathway to Promoting Teacher Professional Development and High-Quality Teaching. Guide to Education Innovation, 5(3), 24–33. https://doi.org/10.35534/gei.0503004 [Google Scholar] [Crossref]

67. Huong, T. T. (2025). Differentiated Instruction in School Practices: Managerial Implications for Teacher Professional Development. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.3343 [Google Scholar] [Crossref]

68. Ilgen, J. S., de Bruin, A. B. H., Teunissen, P. W., Sherbino, J., & Regehr, G. (2021). Supported Independence: The Role of Supervision to Help Trainees Manage Uncertainty. Academic Medicine, 96(11S), S81. https://doi.org/10.1097/ACM.0000000000004308 [Google Scholar] [Crossref]

69. Inaldo, K., Reyes, R., & Miguel, P. P.-R. (2026). Evaluating the Preparedness of High School Practice Teachers for MATATAG Curriculum Implementation. Zenodo. https://doi.org/10.5281/zenodo.19244860 [Google Scholar] [Crossref]

70. Iskandar, E., Irawati, I., & Chai, N. (2025). Effective Classroom Management: Proven Techniques to Fostr Engagement and Minimize Discruptions. Journal of Educational Teaching and Trends, 1(1), 28–41. https://doi.org/10.64840/jett.v1i1.21 [Google Scholar] [Crossref]

71. Kaçaniku, F. (2024). Competence-based teacher education programmes: Transitioning towards a paradigm shift or preserving the traditional? Tuning Journal for Higher Education, 11(2), 117–161. https://doi.org/10.18543/tjhe.2743 [Google Scholar] [Crossref]

72. Karakaya, S., & Alparslan, Z. (2022). Sample Size in Reliability Studies: A Practical Guide Based on Cronbach’s Alpha. Psychiatry and Behavioral Sciences, 12(3), 150. https://doi.org/10.5455/pbs.20220127074618 [Google Scholar] [Crossref]

73. Kotsis, K. T. (2026). Persistent Misconceptions in Physics Education Across Educational Levels: Patterns, Instructional Responses, and Future Directions. European Journal of Contemporary Education and E-Learning, 4(1), 185–197. https://doi.org/10.59324/ejceel.2026.4(1).14 [Google Scholar] [Crossref]

74. Kuayngern, B., & Klomim, K. (2023). Upgrading the Potential with Competency-Based Learning Management Innovation Integration with Work to Enhance Students’ Ability in Practice Teaching Professional Experience. Hong Kong Journal of Social Sciences, 60(No. 60 Autumn/Winter 2022). https://doi.org/10.55463/hkjss.issn.1021-3619.60.79 [Google Scholar] [Crossref]

75. Li, L., Hu, Y., Yang, X., Wu, M., Tao, P., Chen, M., & Yang, C. (2024). Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03538-9 [Google Scholar] [Crossref]

76. Liswati, H. R., Nadia, N., Ikrimah, I., & Qamariah, Z. (2025). Formulating SMART Learning Objectives in EFL Curriculum: A Qualitative Literature Review. BLAZE Jurnal Bahasa Dan Sastra Dalam Pendidikan Linguistik Dan Pengembangan, 3(3), 224–232. https://doi.org/10.59841/blaze.v3i3.3013 [Google Scholar] [Crossref]

77. Livers, S. D., Baker, A. M., Guerra, P. L., & Acosa, M. (2022). The Complexities and Discourse of Supervision for Equity and Justice in Teaching and Teacher Education. Journal of Educational Supervision, 5(2). https://doi.org/10.31045/jes.5.2.1 [Google Scholar] [Crossref]

78. Liu, S., Yuan, R., & Wang, K. (2024). Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence. Teachers and Teaching, 31(1), 86–103. https://doi.org/10.1080/13540602.2024.2383363 [Google Scholar] [Crossref]

79. Lu, G., Ba, S., & Yang, L. (2025). Optimizing GAI-assisted formative feedback: an experimental study on its effects on engagement, shared metacognition, and learning performance in online collaborative learning. Education and Information Technologies, 301(18). https://doi.org/10.1007/s10639-025-13778-0 [Google Scholar] [Crossref]

80. Lucksnat, C., Richter, E., Henschel, S., Hoffmann, L., Schipolowski, S., & Richter, D. (2024). Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09426-1 [Google Scholar] [Crossref]

81. Mag-atas, J. D., & Carmona, B. M. (2023). Bridging Policy and Practice: An In-depth Exploration of How the DepEd Child Protection Policy Influences Teacher Discipline Strategies. Cognizance Journal of Multidisciplinary Studies, 3(9), 126–135. https://doi.org/10.47760/cognizance.2023.v03i09.008 [Google Scholar] [Crossref]

82. Mahmood, M., Aziz, Dr. S., & Bibi, Dr. M. (2023). Effects of Teaching Practice in Shaping Prospective Teachers’ Professional Identities: Comparative Analysis. Journal of Education and Educational Development, 10(1), 72–94. https://doi.org/10.22555/joeed.v10i1.731 [Google Scholar] [Crossref]

83. Mansfield, C., Beltman, S., & Weatherby-Fell, N. (2020). “I Actually Felt More Confident”: An Online Resource for Enhancing Pre-service Teacher Resilience During Professional Experience. Australian Journal of Teacher Education, 45(4), 30–48. https://doi.org/10.14221/ajte.2020v45n4.3 [Google Scholar] [Crossref]

84. Mante, A., & Sayao, L. (2025). Pedagogical Content Knowledge and Performance of Education Unit-Earner Teachers in Public Schools. Journal of Interdisciplinary Perspectives, 3(9), 108–115. https://doi.org/10.69569/jip.2025.524 [Google Scholar] [Crossref]

85. Manigbas, J. I., Ollet, A. L., Noble, M., Angeles, J. R., Cayetano, N. M., & Fucio, M. P. (2024). Teachers’ Competency in Content Knowledge and Pedagogy in Buhi South District, Philippines. International Education Trend Issues, 2(1), 21–30. https://doi.org/10.56442/ieti.v2i1.365 [Google Scholar] [Crossref]

86. Marcelo, E. B. (2025). The Philippine Professional Standards For Teachers (Ppst): Empowering Educators For National Transformation. EPRA International Journal of Environmental Economics Commerce and Educational Management, 72–75. https://doi.org/10.36713/epra24521 [Google Scholar] [Crossref]

87. Martin, A. J. (2023). Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09774-w [Google Scholar] [Crossref]

88. Martin, M. M. (2024). Professional Standards for Teachers Landscape in the Standpoint of Teaching Profession: Insight from Higher Education Institution (HEI) Instructors. International Journal of Learning Teaching and Educational Research, 23(1), 114–135. https://doi.org/10.26803/ijlter.23.1.7 [Google Scholar] [Crossref]

89. Maryati, S. S., Santosa, H., & Listyasari, W. D. (2025). Teachers’ Understanding of Personality Competence and Work Discipline of High School Teachers. Edunesia Jurnal Ilmiah Pendidikan, 6(3). https://doi.org/10.51276/edu.v6i3.1321 [Google Scholar] [Crossref]

90. Mason, P., Augustyn, M. M., & Seakhoa-King, A. (2021). Mixed Methods Research in Tourism: a Systematic Sequential Approach. Folia Turistica, 56(0867-3888). https://doi.org/10.5604/01.3001.0014.8956 [Google Scholar] [Crossref]

91. Mastul, A.-R. H., Vera, C. T. de, & Jayme, C. B. (2023). Understanding the Use of EduTech in Schools in the Philippines: Recommendations for Effectiveness. Engineering Science Letter, 2(02), 37–40. https://doi.org/10.56741/esl.v2i02.307 [Google Scholar] [Crossref]

92. Matsumoto-Royo, K., Conget, P., & María Soledad Ramí­rez-Montoya. (2023). Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study. Frontiers in Education, 8(8). https://doi.org/10.3389/feduc.2023.1210678 [Google Scholar] [Crossref]

93. Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-023-09842-1 [Google Scholar] [Crossref]

94. McGuire, S. N., Meadan, H., & Xia, Y. (2023). Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial. Behavioral Disorders, 49(1), 1. https://doi.org/10.1177/01987429231179890 [Google Scholar] [Crossref]

95. Mektrairat, W., & Thaikam, W. (2025). The Effects of Design-Based Learning on Novice Teachers’ Active Learning Management Abilities. Higher Education Studies, 16(1), 11. https://doi.org/10.5539/hes.v16n1p11 [Google Scholar] [Crossref]

96. Melgarejo, T. F. V., Pando, C. R., Melgarejo, P. L. V., Cervantes, D. J. P., Basilio, D. L., & Ruíz, F. A. Z. (2025). Curricular Concretion at the Classroom Level for Competency-Based Performance in Initial Teacher Training. Journal of Curriculum Studies Research, 7(2), 318–333. https://doi.org/10.46303/jcsr.2025.23 [Google Scholar] [Crossref]

97. Mensah, F. S. (2025). Reclaiming agency in instructional technology integration: a praxeological analysis of pre-service mathematics teachers’ roles in a GeoGebra-based model lesson. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1670170 [Google Scholar] [Crossref]

98. Minga, C. B., & Kuboja, J. (2026). Creating Positive Learning Environments in Higher Education: An Integrative Review of Classroom Management. Asian Journal of Education and Social Studies, 52(2), 358–370. https://doi.org/10.9734/ajess/2026/v52i22848 [Google Scholar] [Crossref]

99. Mishnick, N. M., Rose, C. D., & Jones, K. E. (2024). The Cooperating Teacher. Establishing a Yearlong Teacher Residency, 70–94. https://doi.org/10.4324/9781032648408-6 [Google Scholar] [Crossref]

100. Mohamed, M., Rashid, R. A., & Alqaryouti, M. H. (2022). Conceptualizing the Complexity of Reflective Practice in Education. Frontiers in Psychology, 13(1), 1–8. Frontiersin. https://doi.org/10.3389/fpsyg.2022.1008234 [Google Scholar] [Crossref]

101. Mok, S. Y., & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484 [Google Scholar] [Crossref]

102. Moon, J., & Lee, D. (2022). Original Article Bridging reflection theory and practices in physical education: a scoping review of teacher education. Journal of Physical Education and Sport ® (JPES), 22(3), 635–644. https://doi.org/10.7752/jpes.2022.03080 [Google Scholar] [Crossref]

103. Nasim, F., Khan, E. A., Qaisara, R., & Shoqat, I. (2024). Teaching Competencies Based on Comparative Assessment at Diverse School Levels. Pakistan Journal of Humanities and Social Sciences, 12(1). https://doi.org/10.52131/pjhss.2024.v12i1.2033 [Google Scholar] [Crossref]

104. Ndlovu, M., Schlebusch, G., & Makola, S. (2023). A Framework for Implementing Positive Learner Discipline in Public Secondary Schools from the Context of the Mpumalanga Province. Acta Educationis Generalis, 13(3), 115–148. https://doi.org/10.2478/atd-2023-0025 [Google Scholar] [Crossref]

105. Nesje, K., & Lejonberg, E. (2022). Tools for the school-based mentoring of pre-service teachers: A scoping review. Teaching and Teacher Education, 111, 103609. https://doi.org/10.1016/j.tate.2021.103609 [Google Scholar] [Crossref]

106. OECD. (2021). Education at a Glance 2021 OECD INDICATORS. https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/09/education-at-a-glance-2021_dd45f55e/b35a14e5-en.pdf [Google Scholar] [Crossref]

107. Paor, C. de, Koomsap, P., & Ayutthaya, D. H. N. (2023). In Pursuit of Greater Coherence Between Learning Outcomes and Competence Development for Successful Teaching of Engineering. In Advances in transdisciplinary engineering. IOS Press. https://doi.org/10.3233/atde230664 [Google Scholar] [Crossref]

108. Pozas, M., Letzel, V., Bost, N., & Reichertz, J. (2022). Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.964341 [Google Scholar] [Crossref]

109. Remler, N. L. (2023). TILTing it Forward: The Transparency Model of Assessment as a Scaffold for Secondary Teacher Education. International Journal for the Scholarship of Teaching and Learning, 17(2), 1–14. https://doi.org/10.20429/ijsotl.2023.17212 [Google Scholar] [Crossref]

110. Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers’ Instructional Design Competence. Higher Education Studies, 15(2), 37–37. https://doi.org/10.5539/hes.v15n2p37 [Google Scholar] [Crossref]

111. Reyes, C. D. (2023). Emerging Assessment Practices Cooperating Teachers Shared with Preservice English Teachers in the Philippines. International Journal of Learning Teaching and Educational Research, 22(1), 361–376. https://doi.org/10.26803/ijlter.22.1.20 [Google Scholar] [Crossref]

112. Rickley, M., & Kemp, P. (2021). Effects of Video Lecture Design and Production Quality on Student Outcomes: A Quasi-Experiment Exploiting Change in Online Course Development Principles. Electronic Journal of E-Learning, 19(3), pp170-185. https://doi.org/10.34190/ejel.19.3.2297 [Google Scholar] [Crossref]

113. Robey, H. M., & Krause, J. M. (2024). Cooperating Teachers’ Participation and Beliefs Regarding Teacher-Educator Functions. The Physical Educator. https://doi.org/10.18666/tpe-2024-v81-i5-11272 [Google Scholar] [Crossref]

114. Salado, J., & Lacostales, J. (2026). Evaluating the Implementation of Positive Discipline in Pandacan Elementary School: Basis for a School-Based Action Plan. Psychology and Education: A Multidisciplinary Journal, 51(10), 1359–1381. https://doi.org/10.70838/pemj.511005 [Google Scholar] [Crossref]

115. Saleem, A., Liaqat, A., & Muhammad, Y. (2025). Developing Emotion Regulation Competencies for Classroom Management: An Analysis of Pre-service Teachers in Punjab’s Educational Context. Annual Methodological Archive Research Review, 3(6), 205–224. https://doi.org/10.63075/td2rqj89 [Google Scholar] [Crossref]

116. Sanchez, G. G., & Azarias, R. A. (2025). Beyond the Blueprint: Unveiling Lesson Planning Integration in College of Teacher Education Policies, Standards, and Guidelines (PSGs). E-Dawa/Dawa ISPSC Research & Extension Journal, 5(2), 130–141. https://doi.org/10.56901/edawa2025v5i2-11 [Google Scholar] [Crossref]

117. Sanchez, S. L., & Athanases, S. Z. (2023). Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion. Dialogic Pedagogy A Journal for Studies of Dialogic Education, 11(1). https://doi.org/10.5195/dpj.2023.482 [Google Scholar] [Crossref]

118. Scheiner, T. (2021). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching, https://doi.org/10.1080/13540602.2021.2016688, 1–11. [Google Scholar] [Crossref]

119. Schneider, J., Kleinknecht, M., Bohl, T., Kuntze, S., Rehm, M., & Syring, M. (2022). Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects? PLoS ONE, 17(9). https://doi.org/10.1371/journal.pone.0273988 [Google Scholar] [Crossref]

120. Sears, C. L., Egan, B. E., Tomsic, P. F., & Velozo, C. A. (2024). Item-Level Analysis of the Revised Occupational Therapy Fieldwork Performance Evaluation Applied in Practice. Open Journal of Therapy and Rehabilitation, 12(02), 145–159. https://doi.org/10.4236/ojtr.2024.122011 [Google Scholar] [Crossref]

121. Senden, B., Jentsch, A., Teig, N., Nilsen, T., Fauskanger, J., Frågåt, T., Maugesten, M., Mork, S. M., Mosvold, R., Nortvedt, G. A., Olufsen, M., Sjøberg, M., Staberg, R. L., Selling, A., Stovner, R. B., & Ødegaard, M. (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education, 10(20). https://doi.org/10.3389/feduc.2025.1483092 [Google Scholar] [Crossref]

122. Sengsoulintha, K. (2025). Teacher educators’ challenges: focusing on teacher training colleges in Laos. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1614060 [Google Scholar] [Crossref]

123. Serrano, D., & Fallado, J. G. (2025). Assessing the Extent of PPST Implementation and Teacher Challenges in Elementary Schools. International Journal of Scientific Research and Management (IJSRM), 13(5), 4113–4125. https://doi.org/10.18535/ijsrm/v13i05.el06 [Google Scholar] [Crossref]

124. Shah, D. B., Gurr, D., & Drysdale, L. (2024). School Leadership and Management in Sindh Pakistan: Examining Headteachers’ Evolving Roles, Contemporary Challenges, and Adaptive Strategies. Education Sciences, 14(5), 440–440. https://doi.org/10.3390/educsci14050440 [Google Scholar] [Crossref]

125. Shum, S. B., Lim, L.-A., Boud, D., Bearman, M., & Dawson, P. (2023). A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00410-9 [Google Scholar] [Crossref]

126. Steen, J. van der, Schilt-Mol, T. van, Vleuten, C. van der, & Brinke, D. J. (2022). Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.925352 [Google Scholar] [Crossref]

127. Strom, K., & Viesca, K. M. (2020). Towards a complex framework of teacher learning-practice. Professional Development in Education, 47, 209–224. https://doi.org/10.1080/19415257.2020.1827449 [Google Scholar] [Crossref]

128. Tejano, L. D., Lagura, R. T., & Dacanay, A. R. (2026). How Well does Pre-Service Teacher Preparation Align with Classroom Competency Expectations? Evidence from Northern Luzon, Philippines. International Journal of Learning, Teaching and Educational Research, 25(3), 948–967. https://doi.org/10.26803/ijlter.25.3.42 [Google Scholar] [Crossref]

129. Tep, V. (2024). Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1328023 [Google Scholar] [Crossref]

130. Teixeira, J., Mesquita, I., & Farias, C. (2025). Cooperating teachers as facilitators of preservice teachers’ immersion in the educational community: A physical education teacher education case study. European Physical Education Review. https://doi.org/10.1177/1356336x251399869 [Google Scholar] [Crossref]

131. Torres-Cladera, G., Simó-Gil, N., Domingo-Peñafiel, L., & Amat-Castells, V. (2021). Building professional identity during pre-service teacher education. Center for Educational Policy Studies Journal, 11(3), 35–54. https://doi.org/10.26529/cepsj.1070 [Google Scholar] [Crossref]

132. Valentin, E., Doris, H., Antoine, F., & Ronny, S. (2023). Teacher-Student Relationships and their Correlates: A systematic Review of Meta-Analyses. Open Repository and Bibliography (University of Luxembourg). https://orbilu.uni.lu/handle/10993/54530 [Google Scholar] [Crossref]

133. Vallente, J., Macalong, J., Gaid, C. C., Paderog, S. U., Ganat, S. A., Villarin, S. J., & Gapol, T. K. S. (2025). Bridging Competency Gaps: A PPST-Aligned Assessment of Pre-Service Teachers at Initao College. Journal of Interdisciplinary Perspectives, 3(11), 169–179. https://doi.org/10.69569/jip.2025.520 [Google Scholar] [Crossref]

134. Vasan, C. A. M., DeFouw, D. O., Holland, B. K., & Vasan, N. S. (2017). Analysis of testing with multiple choice versus open-ended questions: Outcome-based observations in an anatomy course. Anatomical Sciences Education, 11(3), 254–261. https://doi.org/10.1002/ase.1739 [Google Scholar] [Crossref]

135. Vincent, C. G., McClure, H. H., Svanks, R., Girvan, E. J., Inglish, J., Reiley, D., & Smith, S. C. (2023). What should a restorative classroom look and sound like? Content validation of a direct observation tool. Journal of Research in Innovative Teaching & Learning, 17(3), 459–473. https://doi.org/10.1108/jrit-03-2023-0028 [Google Scholar] [Crossref]

136. Wagner, M., Pishtari, G., & Ley, T. (2026). From emergency to institutionalisation: Teacher readiness and practices in synchronous hybrid education. Learning and Instruction, 102, 102321. https://doi.org/10.1016/j.learninstruc.2026.102321 [Google Scholar] [Crossref]

137. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback revisited: a meta-analysis of Educational Feedback Research. Frontiers in Psychology, 10(3087). https://doi.org/10.3389/fpsyg.2019.03087 [Google Scholar] [Crossref]

138. Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2020). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131–148. https://doi.org/10.1007/s10648-020-09542-0 [Google Scholar] [Crossref]

139. Wulff, P., Buschhüter, D., Westphal, A., LukasMientusMientus, Nowak, A. K., & Borowski, A. (2022). Bridging the Gap Between Qualitative and Quantitative Assessment in Science Education Research with Machine Learning — A Case for Pretrained Language Models-Based Clustering. Journal of Science Education and Technology, 31(4), 490–513. https://doi.org/10.1007/s10956-022-09969-w [Google Scholar] [Crossref]

140. Yang, D., Chen, P., Wang, H., Wang, K., & Huang, R. (2022). Teachers’ autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology, 13(13). https://doi.org/10.3389/fpsyg.2022.925955 [Google Scholar] [Crossref]

141. Yıldız, S. B. Y., Girgin, D., Satmaz, İ., & Kiraz, E. (2025). Mentoring Matters: Preservice Teachers’ Perceptions of Mentor Teachers’ Competencies in the Practicum. Journal of Qualitative Research in Education, 45. https://doi.org/10.54963/jqre.i45.1992 [Google Scholar] [Crossref]

142. Zhang, X., Rahman, M. N. A., Wahab, H. B. A., & Li, Q. (2025). How mentor teachers and emotions influence professional identity and career decisions of preservice preschool teachers. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1569062 [Google Scholar] [Crossref]

143. Zundans-Fraser, L., & Bain, A. (2020). Making a Difference to the Student Experience Through Purposeful Course Design. Australian Journal of Teacher Education, 45(8), 57–74. https://doi.org/10.14221/ajte.2020v45n8.4 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study