Self-Efficacy and Learning Experiences of Preservice Teachers in a State University
Bibliographic record
Abstract
The preservice teachers' student teaching program serves as a culmination activity for future educators in the Philippines. The quality of their training could affect the quality of the learners in the country. This study investigated the self-efficacy level and the learning experiences of 251 preservice teachers during the post-pandemic. The study employed a mixed method, specifically a sequential explanatory research design. A researcher-made semi-structured interview questions and one (1) adapted questionnaire were employed in the study. Mean and standard deviation were utilized for the quantitative data, while thematic analysis was employed for the qualitative data. Results revealed that preservice teacher's self-efficacy was high in both gender and all academic programs. Furthermore, three (3) themes emerged as preservice teachers' learning experiences, including utilizing pedagogical strategies and practices, hurdles and difficulties encountered, and managing obstacles. Results imply the need to strengthen, revise, and create policies on student teaching in State Universities and Colleges (SUC) in the country emphasizing flexible learning. Capacitating preservice teachers and improving their instructional capacity to adjust to any learning setup are also deemed essential.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".