Teaching Readiness of Bachelor of Secondary Education (BSED) Teacher Interns: Basis for Strengthening Pre-Service Teacher Education

Abstract

This study assessed the teaching readiness of Bachelor of Secondary Education (BSEd) teacher interns of the College of Teacher Education across the key domains of teaching competence aligned with the Philippine Professional Standards for Teachers (PPST). Specifically, it examined the interns’ strengths, weaknesses, improved skills, and challenges encountered during the teaching internship program to determine their overall preparedness for the teaching profession. A descriptive research design was employed using a validated questionnaire administered to BSEd teacher interns. Data were analyzed using appropriate descriptive statistical tools, including frequency, rank, weighted mean, and percentage.

The findings revealed that the teacher interns were generally well-prepared across the different domains of teaching readiness. Lesson Preparation and Planning and Content Knowledge consistently emerged as their strongest competencies, demonstrating their ability to develop well-structured lesson plans and exhibit mastery of their respective subject specializations. Significant improvements were likewise observed in Classroom Management, Implementation of Instruction, and Learning Environment, indicating increased competence in facilitating learning, managing classroom routines, and promoting positive classroom climates. However, Assessment of Learning and Instructional Resources remained areas requiring further enhancement, particularly in the development of authentic assessment strategies, effective use of assessment data, and selection of appropriate instructional resources. Moderate improvements were also noted in Reflection, Collaborative Relationships, Professionalism and Leadership, and Adaptation to Culture, suggesting the need for continued development in reflective practice, professional collaboration, leadership, and culturally responsive teaching.

The study further revealed that the internship experience provides a strong foundation for implementing inclusive education. While the teacher interns demonstrated readiness across most teaching domains, the findings indicate the need to further strengthen their competencies in differentiated instruction, inclusive classroom management, flexible assessment practices, culturally responsive pedagogy, and the effective use of accessible instructional resources. Likewise, teacher interns should be better equipped to address the diverse needs of learners by designing inclusive lesson plans, implementing appropriate instructional accommodations, collaborating with parents and multidisciplinary professionals, and creating safe, equitable, and learner-centered classrooms that effectively support students with special educational needs (SEN), persons with disabilities (PWDs), and other diverse learners.

Overall, the study concludes that the BSEd teacher interns possess the essential competencies expected of beginning teachers and are generally prepared to enter the teaching profession. Nevertheless, continuous professional development remains necessary to strengthen assessment practices, instructional resource utilization, reflective practice, collaboration, cultural responsiveness, and inclusive pedagogy. The findings provide valuable inputs for curriculum enhancement, internship program improvement, and the development of teacher education initiatives that prepare future educators to deliver equitable, high-quality, learner-centered, and inclusive education responsive to the diverse academic, cultural, behavioral, and developmental needs of all learners.