a2 Tiratira Ched Cktr Med Lcs & Te

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Theoretical/ Conceptual Framework


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Learner-Centered Strategy

According to McCombs (1997) learner-centered is defined for the learner andthe learning process as a positivelearning environment that is created

facilitating the success of students.


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learner centered teaching shiftsthe responsibility of learning onactively engaged students while theteacher becomes a facilitator of thelearning process and helps students

learn concepts rather than acquireknowledge (Barr & Tagg, 1995;Kember, 1997).


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Major features of learner centeredness

practices are: (1) the learners are includedin the educational decision making process;(2) diverse perspectives of learners are

encouraged; (3) individual differences ofthe learners are accounted for andrespected; and (4) learners are co-creators

of the teaching and learning process.(Magno & Sembrano, 2004


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Content Knowledge for TeachingReading

sought to measure three distinctions in thetype of content knowledge used in teaching:content knowledge (CK), knowledge ofcontent and students (KCS), and

knowledge of content and teaching (KCT).The primary distinction between items ineach of these categories is in how

knowledge of reading is used in the work ofteaching.


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Nascent research demonstrate thatteacher knowledge is associated withstudent literacy gains, yet the field

continues to grapple with questionssuch as how teacher knowledge andpractices are associated with oneanother, how disciplinary knowledgeis related to responsive teaching or

pedagogical content knowledge andhow one can best measure theseknowledge constructs

(Cunningham,A.,2009).


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Teaching Effectiveness

According to Scheerens (2004),teachingeffectiveness or instructionaleffectiveness is the effectiveness ofenhancing conditions situated at the teacher

and classroom level. Research results in thefield of teaching effectiveness are centeredon three major factors: effective learningtime, structured teaching and opportunity tolearn in the sense of a close alignmentbetween items taught and items tested(Scheerens, 2004).


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for the pre service teachers teachingeffectiveness involves training experience indifferent public schools. As a part of theirtraining, pre service teachers study and

experience a variety of instructionalstrategies. The topics are addressed instudents texts, discussed in their basegroups, modeled by the professor, and

practiced by the pre service teachers in theclass as learners. (Shereens, 2004)


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According to Berk (2005), a unifiedconceptualization of teaching effectivenessis proposed to use multiple sources ofevidence, such as student ratings, peerratings, and self-evaluation, to provide anaccurate and reliable base for formative and

summative decisions. single source.


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This triangulation of sources isrecommended in view of the complexity ofmeasuring the act of teaching and the varietyof direct and indirect sources and tools usedto produce the evidence. The performanceevaluation is a measurement of feedback ofinstructional effectiveness of the pre-service

teachers. (Berk, 2005)


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If beginning teachers are to be successful,

they must wrestle simultaneously withissues of pedagogical content (orknowledge) as well as general pedagogy ( orgeneric teaching principles)(Grossman, ascited in Ornstein, Thomas, & Lasley, 2000,p.508). Like other professionals who possessa body of knowledge unique to their

profession, teachers need to master theessential content, skills, and strategiesrequired for effective teaching(Gerges, 2001).


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Materials and Methods

Participants

60 BS Education Major in English students

4th year

Done with teaching practicum in bothelementary and secondary public school


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InstrumentsThe Teacher Questionnaire of SII (TQ)by

Geoffrey Phelps (2004).

- Cronbachs alpha of .732

- Factor analysis - out of 20 items underKnowledge of Structure and Content only 9

items were left (13, 16, 17, 18, 19, 20, 21, 22, &23)


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Learner-Centered Practices Questionnaire

(LCPQ) by Carlo Magno (2004)

- Reliability analysis Cronbach alpha .902

- Factor analysis all items included

University Rizal Systems (URS) PerformanceEvaluation Measures.

-The scale is being used by URS for several

years now. The evaluation includesStudents Evaluation, Peer Evaluation, andSelf Evaluation.


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Results and Discussion

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