RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC.

Purok Waling – Waling, Arellano Street, Koronadal City, South Cotabato

Tel. No.: (083) 228 – 2880

COLLEGE OF TEACHER EDUCATION

THE PRADE OF STRUGGLES OF

BEING A PRE-SERVICE TEACHER
(My Field Study Experience)

Submitted by:
LEO OLIVER P. LEGO

Submitted to:
CONSES DIANNE P. FAJARTIN, MAED
 TABLE OF CONTENTS
Page Number

Table of Contents

Introduction

PST Curriculum Vitae

FSS Biography

Beliefs on Teaching and Learning

Pre-Deployment Activities

Lesson Plan (Approved and Signed)

Lesson Plan (Draft)

Demonstration Score Sheets

Demonstration Pictures

Reflection

Certificates

Field Study Completion

Webinars

Narrative Report and Reflection

Evidence of Learning (Pictures)

Appendix

A. PRE – STAR Region 12 Membership

(Card and Certificate)

 INTRODUCTION
I am Leo Oliver Pareja Lego, a fourth-year college education student at Ramon

Magsaysay Memorial Colleges Marbel Inc. hounding a degree in Bachelor of Secondary

Education Major in English (BSED English). In the realm of education, the journey of a pre-

service teacher to seasoned educator is a procession marked by a dynamic parade of

challenges. This portfolio, entitled "Marching Through Challenges: A Parade of Struggles in

the Life of a Pre-Service Teacher," invites you to join me in a reflective exploration of the

hurdles, triumphs, and transformative moments that define the early stages of a teaching

career.

As the curtain rises, the aspiring educator steps onto a stage where theory meets

practice, where the ideals of teaching are tested against the realities of the classroom. This

portfolio serves as a spotlight, illuminating the multifaceted challenges encountered during

my pre-service teaching journey. From the initial steps of balancing academic rigor to the

intricate dance of managing a diverse classroom, each chapter unfolds a unique facet of the

prelude to becoming an effective educator.

Just like a musical composition, the journey is accompanied by a melody of learning

experiences. The struggles faced by pre-service teachers are the staccatos and legatos that

contribute to the symphony of professional development.

This portfolio seeks to articulate these moments through narratives, reflections, and

insights gained from the field. It is a testament to the transformative power of challenges,

shaping not only pedagogical approaches but also the character of the emerging educator.

In the grand parade of struggles, we navigate through the diverse landscapes of

education – from deciphering the nuances of effective pedagogy to building meaningful

connections with students and colleagues. The challenges become landmarks, guiding the

pre-service teacher through a transformative terrain that fosters resilience, adaptability,

and a commitment to continuous improvement.

 This portfolio is more than a documentation of challenges; it is a call to reflection.

Each struggle becomes an opportunity to introspect, adapt, and refine one's teaching

philosophy. As we embark on this journey together, I invite you to witness the evolution of

a pre-service teacher, recognizing that, in the face of challenges, the most profound

learning emerges, and the march towards educational excellence continues.

BIOGRAPHY
 Greetings! My name is Leo Oliver P. Lego, and I am an enthusiastic field study

student on a journey to explore the fascinating realms of teaching. Born with an insatiable

curiosity and a passion for hands-on learning, my academic journey has led me to embark

on this exciting adventure.

I hail from New Lambuanao, Tantangan, South Cotabato, a place that has instilled in

me a deep appreciation for nature and the interconnectedness of all living things. This

upbringing has been a driving force behind my decision to delve into teaching, where I seek

to unravel the mysteries of the natural world and contribute to our understanding of its

intricate world.

My academic pursuits have taken me to Ramon Magsaysay Memorial Colleges

Marbel Inc., where I am currently pursuing a degree in Bachelor of Secondary Education

Major in English. While classroom learning provides a solid foundation, I firmly believe that

true understanding comes from immersing oneself in the field. This belief has inspired me

to participate to focus on my field study.

I am particularly drawn to classroom management and my goal is to contribute

meaningfully to this area through research and hands-on projects. I am excited about the

prospect of making a positive impact, whether it's in the conservation of natural resources,

the understanding of biodiversity, or any other aspect that aligns with my passion.

As I continue my journey as a field study student at KNCHS-SHS, I look forward to

further exploration, discovery, and collaboration with like-minded individuals who share a

commitment to making a difference in the world. Through these experiences, I aspire to

contribute to the greater body of knowledge in teaching and, in doing so, leave a positive

impact on the world around me.

Thank you for joining me on this exciting adventure!

PRE-DEPLOYMENT
 My journey as an aspiring educator, my beliefs in teaching and learning were

anchored in the theoretical foundations gleaned from academic studies. I viewed the

classroom as a structured space where the primary responsibility lay in delivering content

to students. My approach was influenced by traditional educational paradigms,

emphasizing the importance of curriculum adherence and a more instructor-centric model.

I perceived teaching as a process primarily centered on knowledge transfer, with

assessments serving as the primary means of evaluating student understanding. My

convictions were rooted in a structured and predetermined view of education, where the

teacher played a central role in shaping the learning experience.

POST-DEPLOYMENT
After the deployment, these beliefs underwent a profound transformation. Real-

world classroom experiences exposed the complexities of student diversity, varied learning

styles, and the need for dynamic, student-centered approaches. The deployment experience

challenged my preconceptions, leading to an evolution in my beliefs that emphasized

adaptability, differentiated instruction, and a more inclusive, collaborative approach to

teaching and learning. The shift marked a departure from a one-size-fits-all model to a

recognition that effective education requires a personalized and engaging approach

tailored to the unique needs of each learner.