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Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Bridging Theory and Practice: How Field Study and Practicum Contribute to Preservice Teachers’ Classroom Management and Assessment Proficiency
John T. Dumayas
© 2026 John T. Dumayas, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1416-1433, ISSN 2217-8309, DOI: 10.18421/TEM152-39, May 2026.
Received: 02 July 2025.
Abstract:
This study investigated the impact of field study and practicum experiences on the classroom management and assessment skills of 122 preservice teachers from the Nueva Ecija University of Science and Technology – Gabaldon Campus. Employing a descriptive quantitative approach, data were collected through validated questionnaires, supplemented by observations and interviews. The research focused on two core domains: classroom management and assessment proficiency. Results indicate that field study and practicum experiences greatly enhance preservice teachers’ competencies in both domains, bridging the gap between theoretical knowledge and practical application. Participants reported increased confidence and effectiveness in managing diverse classrooms and implementing robust assessment practices. However, challenges such as limited practicum duration and the need for stronger supervisory support were identified as barriers to optimal skill development. The study underscores the necessity of integrating comprehensive experiential learning components within teacher education curricula to better prepare future educators for the complexities of contemporary classrooms. Recommendations include extending practicum periods, enhancing mentorship quality, and providing targeted training in assessment methodologies. These findings contribute to the ongoing discourse on teacher education reform in the Philippines, emphasizing the centrality of experiential learning in cultivating competent and adaptive educators.
Keywords – Preservice teachers, field study, practicum, classroom management, assessment proficiency. |
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