I.
ACRONYMS &KEY TERMINOLOGIES
To promote coherence ni understanding the present guidelines, the following are the descriptions of key
terminologies:
Classroom-Based Action Research (CARs) – are research studies on teaching – learning processes and
issues conducted by PTs ni their teaching internship based on the cooperating schools’ learning delivery
mode.
Coaching and Mentoring – are the support processes to prepare Field Study Students and Practice
Teachers in the experiential learning program.
College Supervisors – are the faculty members assigned by the Tel to monitor, supervise, and evaluate the
FSSs and PTs in their experiential learning courses.
Cooperating School – refers ot the Tel partner school (public school, Tel laboratory school, private school)
where Field Study and Teaching Internship are undertaken.
Cooperating Teachers (CTs) – are the selected educators who act as coaches and
Mentors of PTs ni their teaching internship program at the partner or laboratory school of a Tel.
Experiential Learning Courses (ELC) – refers ot the collective program, Field Study and Teaching
Internship courses.
FieldStudyCourse- is the first experiential learning which will immerse a pre-service teacher in an actual
situation and learning environment where direct observation of teaching-learning episodes that focus on the
application of educational theories learned ni content and pedagogy courses wil be made.
Field Study Students (FSSs) – refer to students enrolled ni the Field Study Course.
Flexible Learning – is the program by CHED that encompasses the different delivery modalities for teaching
and learning ni the new normal.
Learning Delivery Modality (LDM) – refers of the program that describes the different teaching-learning
modalities by the basic education schools such as online instruction
(synchronous/
Most Essential Learning Competencies (MELCs) – refers ot the competencies that a learner needs to
continue ot subsequent grades, that wil eventually prepare him/her for a successful life.
Practice Teachers (PTs) – are pre-service teachers having their teaching internship program in a laboratory
school of a Tel or ni a partner cooperating school.
Pre-service Teachers – refer ot students who are preparing ot become teachers through a teacher
education program.
Pre-service Teachers -refer ot students who are preparing ot become teachers through teacher education
program.
Portfolio – is a purposeful documentation prepared by FSSs and PTs that showcases their learning
experiences ni the experiential learning courses.
Resource Teachers (RTs) – are the educators being observed yb the FSs in partner or laboratory school of
aTE.
Teacher Education Institution – refers ot higher education institutions offering teacher education programs.
Teaching Internship – is a one semester ful-time teaching internship involving a minimum of 360 hours ni
basic education schools either on-campus or of-campus using
A clinical approach under the mentorship of a Cooperating Teacher.
Unrelated Tasks – are assignments and chores which are not related ot the professional
Development fore-service teachers, such sa running personal errands ofr personnel the Cooperating
School.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
Content knowledge and its application within and across curriculum areas
Research-based knowledge and principles of teaching and learning
Positive use of ICT
Strategies for promoting literacy and numeracy
Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Mother Tongue, Filipino and English in teaching and learning
Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
Design, selection, organization and utilization of assessment strategies
Monitoring and evaluation of learner progress and achievement
Feedback to improve learning
Communication of learner needs, progress and achievement to key stakeholders
Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:
1. Establishment of learning environments that are responsive to community contexts
Engagement of parents and the wider school community in the educative process
Professional ethics
School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
Philosophy of teaching
Dignity of teaching as a profession
Professional links with colleagues
Professional reflection and learning to improve practice
Professional development goals
