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Seventy PSTs were purposively selected. Quantitative phase used a survey questionnaire to determine three competencies, followed by qualitative interviews and narratives to examine characteristics and challenges. Findings showed generally competent PSTs, yet limited application in WBLE and no significant relationships among competencies, plus identified challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-73-pre-service-teachers-competencies-in-a-work-based-learning-environment/590832/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-73-pre-service-teachers-competencies-in-a-work-based-learning-environment/590832.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What competencies were examined among pre-service teachers in the WBLE?","Question",{"text":112,"@type":113},"The study examined pedagogical skills, student performance assessment skills, and classroom management skills in the pre-service teachers’ work-based learning environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the competencies assessed in the study?",{"text":117,"@type":113},"A sequential-explanatory mixed methods design was used: a quantitative survey questionnaire in Phase 1, followed by face-to-face interviews and narratives in Phase 2.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about the PSTs’ competencies and their application in WBLE?",{"text":121,"@type":113},"PSTs were generally competent in the three sets of competencies, but the extent of employing them in their WBLE was otherwise, and the competencies were not significantly related.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590832,1792167846,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 7(3), pp. 130-142, August 2019  \nDOI: 10. 30918/AERJ.73.18.076 ISSN: 2354-2160  \nFull Length Research Paper  \nPre-service teachers' competencies in a work-based learning environment  \nReynold C. Padagas  \nDepartment of Liberal Arts, Criminology and Education (LACE), Jose Rizal University , \\#80 Shaw Boulevard, Mandaluyong City, Philippines.  \nAccepted 4 September, 2018  \n\n| ABSTRACT\u003Cbr>The study assessed and explored the pedagogical, student performance assessment, and classroom management skills of Pre-Service Teachers (PSTs) in their Work-based Learning Environment (WBLE) . A sequential-explanatory mixed methods design was employed. Seventy PSTs were purposively selected as participants. To determine the three identified competencies, the study started with quantitative research method (Phase 1) using survey questionnaire containing items from various sources. After this, a qualitative data gathering method (Phase 2) using face-to-face interview and narratives was employed to further explore on the characteristics and challenges experienced by the PSTs. The findings revealed that the PSTs were generally competent in the three sets of competencies but the extent of employing all these in their WBLE says otherwise. Furthermore, their competencies, too, were not significantly related. Moreover, several challenges that beset the PSTs in their WBLE were also identified, hence, the formulation of the Triangle of Pre-Service Teachers' Attributes and Characteristics, and Competencies as basis in helping the PSTs improve their competencies as future members of the teaching workforce. The Higher Education Institutions can benefit from the results to keep improvements in the way their PSTs are being prepared for to provide quality teaching and learning among their target classes.\u003Cbr>Keywords: Pre-service teachers, work-based learning environment, pedagogical skills, student performance assessment skills, classroom management skills. |\n| --- |\n| E-mail: [reynold.padagas@jru.edu. Tel:](reynold.padagas@jru.edu. Tel:) +63-905-6116-736. |\n\nINTRODUCTION  \nAdequate teacher professional development is needed to handle the changing teaching demands and fast advancing learning needs of students. Improving teacher education contributes much to the realization of the goals set for the whole educational system. Southeast Asian Ministry of Education Organization (SEAMEO) Innotech Regional Education Program (SIREP) cited that teachers are one of the main pillars of a sound and progressive society wherein they play a significant role in knowledge acquisition as well as values formation of children. The development of the best human capital lies among best teachers. As highlighted, teaching is essential as knowledge and values are passed on to students to prepare them for further education, work life and family building. Further, SEAMEO Innotech identified 21st  \ncentury teacher competencies namely: skills in pedagogy; skills in student assessment; skills in classroom management; skills in professional development; skills in professional ethics and morality; and skills in social human dimension.  \nThere is an endless battle cry to improve the quality of education in the country. With the advent of the K-12 curriculum, public and private secondary schools are in dire need of qualified teachers who can deliver quality education. As a matter of fact, the Philippines has been lagging behind in terms of Mathematics and Science performances compared to its neighboring countries based on Trends in International Mathematics and Science Study (TIMSS) . The Department of Education, being the prime mover of basic education in the country,  \nwas never deaf regarding such concern. Ager (2016), in his report, cited the assertions of Sec. Leonor Briones that the Department of Education (DepEd) is \"hunting\" for more Mathematics and English teachers because this is where the need is greatest considering the fact that 60 percent","cbCaigWLwpTqw0OK","https://ap.wps.com/l/cbCaigWLwpTqw0OK","pdf",399038,13,"English","# Introduction\n## Teacher professional development and changing demands\n## Work-based learning environment and competency needs\n## K-12 curriculum and teacher education challenges","[{\"question\":\"What competencies were examined among pre-service teachers in the WBLE?\",\"answer\":\"The study examined pedagogical skills, student performance assessment skills, and classroom management skills in the pre-service teachers’ work-based learning environment.\"},{\"question\":\"How were the competencies assessed in the study?\",\"answer\":\"A sequential-explanatory mixed methods design was used: a quantitative survey questionnaire in Phase 1, followed by face-to-face interviews and narratives in Phase 2.\"},{\"question\":\"What were the key findings about the PSTs’ competencies and their application in WBLE?\",\"answer\":\"PSTs were generally competent in the three sets of competencies, but the extent of employing them in their WBLE was otherwise, and the competencies were not significantly related.\"}]","African Educational Research Journal - Vol. 7(3) - Pre-service Teachers' Competencies in a Work-based Learning Environment | PDF",1792070524,33]