(119) BASIC EDUCATION TEACHERS' CONCEPT OF EFFECTIVE TEACHING: INPUTS TO TEACHER EDUCATION CURRICULUM IN THE PHILIPPINES

摘要

Conceptual understanding about effective teaching was explored among basic education teachersfrom public schools situated in the City of Manila. Teacher-respondents from kindergarten, elementaryand high school levels (N=355) were asked to respond to a questionnaire with open-ended items fromwhich qualitative research data were gathered. Thematic analysis served as the springboard for theidentification of underlying themes and core related ideas as guided by four 'a priori' major categoriesembodied in the study's conceptual framework. Five major themes ultimately emerged to characterizethe conglomeration of conceptions of effective teaching from personality-based dispositions, teachingcompetence traits, content mastery and expertise, pedagogical knowledge and extension of the self.The study concluded that there was no single, predominant factor or heuristic that was identified uponwhich effective teaching is largely and/or solely contingent. Instead, effective teaching was viewed asa confluence of various dispositions, traits, knowledge, and skill sets. A new framework wascrystallized to depict the five critical factors of effective teaching in the basic education. The resultingtypical and variant core ideas of what effective teaching is, served as useful benchmarks in curriculumplanning and re-designing of pre-service teacher education programs administered in teachereducation institutions in the Philippines. Some implications of the findings to in-service teachereducation were also established in the study.