Action Research Teaching Internship 1

ACTION RESEARCH &
TEACHING INTERNSHIP
Maria Olivia O. Agapay, LPT

PAPASA AT MAG-TA-TOP
1. What kind of issues or problems require action
research?
a. Past problems
b. Future problems
c. Current problems
d. Possible problems
research?
a. Past problems
b. Future problems
c. Current problems
research?
a. Past problems
b. Future problems
c. Current problems
2. What is the most fundamental step in pursuing
research?
a. Developing a research design

b. Formulating a research question
c. Formulating a research hypothesis
d. Deciding which data analysis procedure to use
research?

research?

Action Research
Processes and Procedures
Steps in Action
Research
STEPS IN ACTION RESEARCH
3. Apply
1. Identify the 2. Define an
intervention and
problem intervention
collect data
5. Take action 4. Analyze data and

6. Share findings
based on results findings
Research Proposal vs.
Research Report
Research Proposal Research Report
communicates a researcher’s plan for communicates results and what was

a study done
states the analysis of data, findings,

states what will be done
implications, and conclusions
denotes future actions denotes past actions
both use third person pronouns to maintain formality of the

paper
Research Fundamentals
Introduction
INTRODUCTION
• It must be written in at least 1 or 2 pages.
✔ problem
✔ supporting data
✔ previous related studies
✔ significance of the study
✔ statement of purpose and impact
✔ connection of the problem to the researcher
Research Questions
RESEARCH QUESTIONS
• A good problem is characterized as one which
• is of great interest to the researcher;
• is useful to the concerned people in the field;
• is novel and time-bound; and
• has no ethical or moral impediments
RESEARCH QUESTIONS
• One thing I would like to change is…
• My practice could be improved by…
• My students would do better if…
• I need to learn how to…
• I wonder why…
Hypothesis
HYPOTHESIS
• It is a statement of expectation or prediction that will be tested by
research
• predicts no effect or relationship between

Null variables
• states research prediction of an effect or

Alternative
relationship
Scope, Delimitations, and
Limitations of the Study
SCOPE AND DELIMITATIONS OF THE
STUDY
• It identifies the extent, boundary or coverage of the study in
terms of:
a. subjects
b. objectives
c. facilities
d. areas
e. time frame
f. issues
LIMITATIONS OF THE STUDY
• It defines the constraints or weaknesses that are not within the
control of the researcher.
• Those that are not expected to be covered by the study. (Zulueta
& Costales, 2005)
Significance of the
Study
SIGNIFICANCE OF THE STUDY
• This expresses the value or importance of the study or
the contributions of the results.
• Beneficiaries are arranged according to the degree of
significance to them.
Definition of Terms
Research Design
RESEARCH DESIGN
• These are plans and procedures that include detailed methods of
data collection and analysis.
- requires the collection of narrative data and utilizes an
Qualitative inductive reasoning approach
- requires the collection of numerical data and utilizes a

Quantitative deductive reasoning approach
Mixed - combines both quantitative and qualitative types of data

Method
METHODS/STRATEGIES OF
QUALITATIVE DESIGN
- describes interactions between people in cultural and
Ethnography
social settings
Case Study - in-depth study of individual activities, people, or

groups
Phenomenological - explores and focuses on people’s experience of a
Studies phenomena
- studies individual lives and asks subjects to provide

Narrative Research stories about their lives, which is then retold into a
narrative chronology
METHODS/STRATEGIES OF
QUANTITATIVE DESIGN
- uses a scientific approach towards manipulating
Experimental one or more variables and measuring their effect on
Research the dependent variables
- describes a phenomenon simply as it stands, or a

Non-Experimental relationship between two or more variables, all
Research without any interference
MIXED METHOD DESIGN
- may begin with qualitative interview for exploratory
Sequential purposes and followed by quantitative survey method for
generalization
- converging or merging qualitative and quantitative

Concurrent methods
- using theoretical lens as an overarching perspective

Transformative
Presentation, Analysis,
and Interpretation of
Data
PRESENTATION OF DATA
• It is the manner of organizing and reporting collected data.
• Presentation can be done using:
a. tables
b. graphs
c. charts
Conclusions and
Recommendations
CONCLUSIONS
• These are the valid outgrowth of the findings you would like to
share together with your research statement.
Recommendations
• These include suggestions to future researchers who would like
to pursue investigation related to the same problem.
References and
Appendices
REFERENCES
• listings of cited sources of materials that are arranged
alphabetically
Appendices
• attachments of questionnaires, letter/s of transmittal, legal
documents, and supplementary materials referred to or have been
cited in the study
3. Who can successfully conduct research?
a. Someone who works hard

b. Someone who has studied research methodology
c. Someone who possesses a post-graduate degree
d. Someone who possesses thinking and reasoning
ability

ability

ability
4. Which of the following should not be a criterion for a
good research project?
a. Develops the skills of the researcher

b. Demonstrates the abilities of the researcher
c. Is dependent on the completion of other projects
d. Demonstrates the integration of different fields of
knowledge

knowledge

knowledge
5. Which form of reasoning is the process of drawing a
specific conclusion from a set of premises?
a. Objective Reasoning
b. Inductive Reasoning
c. Deductive Reasoning
d. Positivistic Reasoning
6. What allows teachers to examine their instructional
strategies to improve quality and effectiveness?
a. Basic Research
b. Action Research
c. Applied Research
d. Institutional Research
a. Basic Research
b. Action Research
c. Applied Research
a. Basic Research
b. Action Research
c. Applied Research
WHAT IS ACTION RESEARCH?
Action research is characterized as

research that is done by teachers
for themselves. (Mertler, 2009)
Action Research allows teachers to

examine their own classrooms,
instructional strategies, assessment
procedures, and interactions with
student-learners in order to improve their
quality and effectiveness.
Action Research is the process of systematically
testing new ideas in the classroom or school, analyzing the
results, and deciding to implement the new idea or begin
the process again with another idea.
process for
collaborative
improvement
within context of
cyclical Action
teacher’s
Research environment
practical and quest for immediate

relevant solutions
WHO CAN BE AN ACTION
RESEARCHER?
• Any teacher who intends to:

a. understand more about teaching and learning;
b. develop teaching skills and knowledge; and
c. take action to improve student learning.
Action Research - an actual research method
- concentrates on the inputs to the classroom

Classroom
(syllabus, IMs, outputs, and achievement
Research
scores)
Teacher Research - connected with the concept of teacher

development and empowerment
7. Which of the following is not a characteristic of action
research?
a. Linear
b. Practical
c. Relevant
d. Collaborative
research?
a. Linear
b. Practical
c. Relevant
d. Collaborative
research?
a. Linear
b. Practical
c. Relevant
d. Collaborative
8. What is the difference between classroom research
and teacher research?
a. Classroom research involves action research while

teacher research involves basic research.
b. Teacher research involves action research while
classroom research involves basic research.
c. Teacher research concentrates on the teacher while
classroom research concentrates on the students.
d. Classroom research concentrates on syllabus and
instructional materials while teacher research focuses on
the development of teachers’ skills.


9. Which of the following is not a constraint in conducting
action research?
a. Lack of reading initiative

b. Complexity in gathering data
c. Difficulty in identifying a problem
d. Flexibility of time in carrying out the methodology
action research?

action research?

RESEARCH CONSTRAINTS
• Time constraint • Difficulty in identifying problem

• Lack of competence • Financial constraint
• Lack of interest • Lack of reading initiative
• Lack of confidence • Complexity in gathering data
• Lack of statistical skill • Lack of administrative support
10.Dr. Pelayo, a Master Teacher at Marakep National
High School, spearheaded an action research on the
effectiveness of game-based instruction among high
school students in their district. She’s joined by some
of her fellow Master Teachers in other schools. What
type of action research is Dr. Pelayo conducting with
her fellow Master Teachers?
a. Individual Action Research

b. School-Wide Action Research
c. District-Wide Action Research
d. Collaborative Action Research
TYPES OF ACTION RESEARCH (FERRANCE,
2000)
Individual Action Research
single classroom supervisor, co- instruction,

issue teacher/s, parents assessment
2000)
Collaborative
Action Research
supervisor,
single issue or a community, instruction,
common problem parents, assessment, policy
organizations
2000)
School-Wide
Action Research
school
school
school problem restructuring,
commitment,
or area of policy change,
leadership,
collective interest program
partners
evaluation
2000)
District-Wide
Action Research
allocation of
district issue or district
resources,
organizational commitment,
policy change,
structure leadership,
structure
concerns partners
evaluation



11.As a beginning action researcher, what should be your
primary task?
a. Reflect on the other problematic solutions.

b. Disregard the problem, after all, you are still a
student.
c. Ask for help from your mentor on how to solve the
problem.
d. Identify the problem area that is the cause of
concern in your practice.
primary task?

student.
problem.
primary task?

student.
problem.
12.Ms. Janelle is working on her action research. She
briefs her respondents, reports and shares with her
school head her observations, findings, and
conclusions. Which ethical practice does she apply?
a. Ethics of Hope
b. Ethics of Caring
c. Ethics of Openness
d. Ethics of Responsibility
WHAT ARE RESEARCH ETHICS?
• Research ethics are moral principles
that guide researchers to conduct and
report research without deception or
intention to harm participants of the
study or members of the society as a
whole, whether knowingly or
unknowingly.
FOUR TYPES OF ETHICAL PRACTICES
(CARSON, ET. AL, 1989)
Ethics of Hope - AR must ensure concern for the broad range of needs
of students and school community.
Ethics of Caring - AR must put into prime consideration the general

welfare of both students and teachers.
Ethics of Openness - AR participation, purpose, and intent must be made

known to all involved.
Ethics of - Teacher-researchers must be committed to

Responsibility principled action.
PROTECTION OF DATA PRIVACY
consent
permission
a. Ethics of Hope
b. Ethics of Caring
a. Ethics of Hope
b. Ethics of Caring
13.Why is there a need to do action research?
a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with requirements
13.Why is there a need to do action research?
a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with requirements
14.It is said that through action research, teachers
become aware and critical of their practices and are
more prepared for innovations and change. With this in
mind, which action research-related process is referred
to?
a. Inquiry
b. Reflection
c. Pragmatism
d. Collaboration
to?
a. Inquiry
b. Reflection
c. Pragmatism
d. Collaboration
to?
a. Inquiry
b. Reflection
c. Pragmatism
d. Collaboration
15.Which of the following key phrases is the least related
to action research?
a. Plan of action
b. Improvement in the practice
c. Theories and generalization
d. Identified problem and solution
to action research?
a. Plan of action
to action research?
a. Plan of action
16.Which must be the most important aspect to be
included in the orientation sessions for Teaching
Internship?
a. School facilities
b. Graduate attributes
c. Vision, Mission, and Goals of the School
d. Dos and Don’ts in Teaching Internship
16.Which must be the most important aspect to be
included in the orientation sessions for Teaching
Internship?
a. School facilities
b. Graduate attributes
c. Vision, Mission, and Goals of the School
d. Dos and Don’ts in Teaching Internship
WHAT IS TEACHING INTERNSHIP?
• It is the capstone in the preparation of future teachers.
✔ one semester full time teaching internship
✔ basic education schools (in/off-campus)
✔ uses a clinical approach
✔ under the mentorship of a cooperating teacher
College Cooperating
Supervisors Principal
Subject Area Cooperating

Coordinator Teachers
Phases of Teaching
Internship
FIVE PHASES OF TEACHING
INTERNSHIP
1 Orientation Sessions
2 Observation and Building Relationship
3 Onsite Tasks
4 Final Demonstration and Accomplishing Exit Forms
5 Evaluation of Teaching Internship

• conducted by College Supervisor
• Subject requirements
First • TEI’s Teaching Internship Policies
Orientation • CHED Policies and Terms
• Conduct of Discipline of Interns, schedules of dialogue and
conferences
• conducted by Cooperating School (CS)

Second • CS Vision, Mission, Goals, and Core Values
Orientation • School Rules and Policies (student’s attendance, school
activities)
• expectations of Interns
• conducted by Subject Area Coordinator / CT

Third • content of the subject area, lesson exemplars, grading system,
Orientation subject requirements
• forms to accomplish
2 Observation and Building Relationship
• The Cooperating Teacher(s) shall request you to observe his/her

classes in order that you will become familiar with the classroom
routines, subjects, teaching strategies, etc.
3 Onsite Tasks
• Onsite Tasks include:

• assisting in teaching-related tasks
• checking of seat works and performance tasks
• assisting in accomplishing of school forms
Final Demonstration and Accomplishing Exit
4 Forms
• A final demonstration lesson shall be scheduled and assessed.
• You must submit required clearances, documents, and forms before

leaving your CS.
5 Evaluation of Teaching Internship
• You are requested to evaluate the Teaching Internship progress for

its continuous improvement.
17.Why are observations done during the first week of
Teaching Internship?
a. For the Practice Teacher to be immersed in the class

b. For the Practice Teacher to know their students in
class
c. For the Practice Teacher to comply with the
requirements
d. For the Practice Teacher to meet their Cooperating
Teacher/s
17.Why are observations done during the first week of
a. For the Practice Teacher to be immersed in the class

b. For the Practice Teacher to know their students in
class
c. For the Practice Teacher to comply with the
requirements
d. For the Practice Teacher to meet their Cooperating
Teacher/s
18.Which of the following represents a minuscule
curriculum required of a Practice Teacher?
a. Lecture Notes of the Practice Teacher

b. Textbook that learners use
c. Lesson Plan that a Practice Teacher prepares
d. Reference materials that supplement the text
18.Which of the following represents a minuscule
curriculum required of a Practice Teacher?
a. Lecture Notes of the Practice Teacher

b. Textbook that learners use
c. Lesson Plan that a Practice Teacher prepares
d. Reference materials that supplement the text
DETAILED LESSON PLAN (DLP)
• It is a teacher’s “roadmap” for the lesson.
• It contains a detailed description of the steps a teacher will take to
teach a particular topic.
I. Objectives
II. Content
III. Learning Resources
IV. Procedures
V. Remarks
VI. Reflection
19.Which term refers to established ways of managing a
classroom to ensure an organized and systematic
structure?
a. Classroom Activities
b. Classroom Routines
c. Classroom Discipline
d. Classroom Management
19.Which term refers to established ways of managing a
classroom to ensure an organized and systematic
structure?
a. Classroom Activities
b. Classroom Routines
c. Classroom Discipline
d. Classroom Management
CLASSROOM MANAGEMENT
• Classroom management refers to the wide variety of

skills and techniques that teachers use to ensure that their
classroom runs smoothly, without disruptive behavior
from students.
CLASSROOM ROUTINE
• Classroom routine is a set of procedures for handling

both daily occurrences (e.g., taking attendance, starting a
class period, or turning in assignments), and minor
interruptions of instruction.
20.When is the best time to establish classroom routines?
a. At the end of the year

b. During class discussion
c. At the start of each class
d. At the beginning of the school year
20.When is the best time to establish classroom routines?
a. At the end of the year

b. During class discussion
c. At the start of each class
d. At the beginning of the school year
21.What is the term used to refer to a college student
enrolled in the BEEd, BSEd, and other related teacher
education programs?
a. Teaching Intern
b. Student Teacher
c. Practice Teacher
d. Pre-service Teacher
21.What is the term used to refer to a college student
enrolled in the BEEd, BSEd, and other related teacher
education programs?
a. Teaching Intern
b. Student Teacher
c. Practice Teacher
Policies and Legal Documents to
the Experiential Learning
Courses
Guidelines in the Deployment of Pre-service Teachers on
DO 3, s. 2007 Experiential Learning: Field Study and Practice Teaching
student enrolled in the BEEd, BSEd, and other related

Pre-service Teacher teacher education programs
Resource Teacher resource facilitator in the Field Study courses
assigned teacher to guide the FSS/student teacher in

Mentor/
development of professional competencies, attitudes,
Cooperating Teacher and behaviors
Policies and Guidelines on the Deployment of Pre-Service
JCDMO 1, s. 2021
Teachers for Field Study and Teaching Internship
Field Study and Teaching Internship courses must be:
Experiential new normal learning modalities
Developmental coaching and mentoring
Learning Continuity Plan (LCP) and

Aligned Most Essential Learning Competencies (MELCs)
DO 3, s. 2007 JCDMO 1, s. 2021
Teaching
Practice Teaching
Internship
Student Teacher Practice Teacher
Coaching and
Mentoring
Mentoring
Revised Policies and Standards for Undergraduate Teacher
CMO 30, s. 2004 Education Curriculum
Field Study 1-6 1 unit each
Practice Teaching 6 units
CMO 74-80, 82, s. Policies, Standards, and Guidelines for

2017 Teacher Education Programs
Field Study 1 & 2 3 units each 120 hours
Practice Teaching 6 units 360 hours

Revised Guidelines for Student Internship Program
CMO 104, s. 2017 in the Philippines (SIPP) for All Programs
Adoption of the Basic Education Learning

DO 12, s. 2020 Continuity Plan For School Year 2020-2021 in Light
of the COVID-19 Public Health Emergency
Guidelines on the Required Health Standards in

DO 14, s. 2020 Basic Education Offices and Schools
DOH AO Guidelines on the Risk-Based Public Health

2020-0015 Standards for COVID-19 Mitigation
22. According to the Policies and Guidelines on the Deployment of Pre-Service Teachers for Field
Study and Teaching Internship, Field Study and Teaching Internship courses must be:
I. Aligned
II. Responsive
III. Experiential
IV. Developmental
a. I & III
b. I, II, & III
c. I, III, & IV
d. I, II, III, & IV
22. According to the Policies and Guidelines on the Deployment of Pre-Service Teachers for Field
Study and Teaching Internship, Field Study and Teaching Internship courses must be:
I. Aligned
II. Responsive
III. Experiential
IV. Developmental
a. I & III
b. I, II, & III
c. I, III, & IV
d. I, II, III, & IV
23.According to JCDMO 1, s. 2021, what is the term
specifically used to refer to education program
students enrolled in a Teaching Internship course?
a. Teaching Intern
b. Student Teacher
c. Practice Teacher
23.According to JCDMO 1, s. 2021, what is the term
specifically used to refer to education program
students enrolled in a Teaching Internship course?
a. Teaching Intern
b. Student Teacher
c. Practice Teacher
24.What is the proper order of these Five Phases of
I. Onsite Tasks
II. Orientation Sessions
III. Evaluation of Teaching Internship
IV. Observation and Building Relationships
V. Final Demonstration and Accomplishing Exit Forms
a. II, I, III, IV, V
b. II, IV, I, V, III
c. IV, II, I, V, III
d. IV, II, I, III, V
24.What is the proper order of these Five Phases of
I. Onsite Tasks
II. Orientation Sessions
III. Evaluation of Teaching Internship
IV. Observation and Building Relationships
V. Final Demonstration and Accomplishing Exit Forms
a. II, I, III, IV, V
b. II, IV, I, V, III
c. IV, II, I, V, III
d. IV, II, I, III, V
25.What is the collective term for the tools that assist
teachers in facilitating the teaching-learning process?
a. Visual Aids
b. Display Boards
c. Bulletin Boards
d. Instructional Materials
25.What is the collective term for the tools that assist
teachers in facilitating the teaching-learning process?
a. Visual Aids
b. Display Boards
c. Bulletin Boards
d. Instructional Materials
INSTRUCTIONAL MATERIALS
• These are tools used in instructional activities.
• They assist teachers in facilitating the teaching-learning process.
Print books, dictionaries, encyclopedias, newspapers
Non-print microscope slides, models, rocks, field visits
Electronic slide presentations, videos, AR, VR, live content

TEACHERS’ CRITERIA FOR DETERMINING
THE
QUALITY OF INSTRUCTIONAL MATERIALS
(BUGLAR, ET.AL.)
Accuracy
Depth of Knowledge
Engagement
Support
26.You prepared a PowerPoint Presentation on verbs for
your English class, however, there was a power cut-
off. What should you do?
a. Go to another lesson.
b. Give a seatwork instead.
c. Use the available materials in class.
d. Borrow learning materials from another teacher.
26.You prepared a PowerPoint Presentation on verbs for
your English class, however, there was a power cut-
off. What should you do?
a. Go to another lesson.
b. Give a seatwork instead.
c. Use the available materials in class.
d. Borrow learning materials from another teacher.
27.Ms. Ghero is teaching a multi-grade class. What
materials must she employ?
a. Electronic materials
b. Less-costly materials
c. Indigenous materials
d. Differentiated materials
27.Ms. Ghero is teaching a multi-grade class. What
materials must she employ?
a. Electronic materials
b. Less-costly materials
c. Indigenous materials
d. Differentiated materials
28.What is the most effective way of dealing with non-
participative students?
a. Let them do what pleases them.

b. Employ engaging and enjoyable activities.
c. Refer the matter to the guidance counselor.
d. Tell them that their behavior will also be graded.
28.What is the most effective way of dealing with non-
participative students?
a. Let them do what pleases them.

b. Employ engaging and enjoyable activities.
c. Refer the matter to the guidance counselor.
d. Tell them that their behavior will also be graded.
29.How are classroom rules and procedures best
prepared?
a. Upon approval by parents

b. Preparation by the teacher alone
c. In consultation/partnership with students
d. By the advice of the school administration
29.How are classroom rules and procedures best
prepared?
a. Upon approval by parents

b. Preparation by the teacher alone
c. In consultation/partnership with students
d. By the advice of the school administration
30.What is one of the primary goals of attending a
Teaching Internship course for education program
students in the Philippines?
a. Earning a full teaching salary

b. Completing a research thesis
c. Learning from a Cooperating Teacher
d. Gaining practical classroom experience
30.What is one of the primary goals of attending a
Teaching Internship course for education program
students in the Philippines?
a. Earning a full teaching salary

b. Completing a research thesis
c. Learning from a Cooperating Teacher
d. Gaining practical classroom experience
THANK YOU FOR
LISTENING!
ILABAN NIYO ‘YAN!

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ACTION RESEARCH &

Maria Olivia O. Agapay, LPT

a. Developing a research design

a. Developing a research design

a. Developing a research design

5. Take action 4. Analyze data and

communicates a researcher’s plan for communicates results and what was

states the analysis of data, findings,

denotes future actions denotes past actions

both use third person pronouns to maintain formality of the

• predicts no effect or relationship between

• states research prediction of an effect or

- requires the collection of numerical data and utilizes a

Mixed - combines both quantitative and qualitative types of data

Case Study - in-depth study of individual activities, people, or

- studies individual lives and asks subjects to provide

- describes a phenomenon simply as it stands, or a

- converging or merging qualitative and quantitative

- using theoretical lens as an overarching perspective

a. Someone who works hard

a. Someone who works hard

a. Someone who works hard

a. Develops the skills of the researcher

a. Develops the skills of the researcher

a. Develops the skills of the researcher

Action research is characterized as

Action Research allows teachers to

practical and quest for immediate

• Any teacher who intends to:

- concentrates on the inputs to the classroom

Teacher Research - connected with the concept of teacher

a. Classroom research involves action research while

a. Classroom research involves action research while

a. Classroom research involves action research while

a. Lack of reading initiative

a. Lack of reading initiative

a. Lack of reading initiative

• Time constraint • Difficulty in identifying problem

a. Individual Action Research

Individual Action Research

single classroom supervisor, co- instruction,

a. Individual Action Research

a. Individual Action Research

a. Individual Action Research

a. Reflect on the other problematic solutions.

a. Reflect on the other problematic solutions.

a. Reflect on the other problematic solutions.

Ethics of Caring - AR must put into prime consideration the general

Ethics of Openness - AR participation, purpose, and intent must be made

Ethics of - Teacher-researchers must be committed to

Subject Area Cooperating

2 Observation and Building Relationship

4 Final Demonstration and Accomplishing Exit Forms

5 Evaluation of Teaching Internship

• conducted by Cooperating School (CS)

• conducted by Subject Area Coordinator / CT

• The Cooperating Teacher(s) shall request you to observe his/her

• Onsite Tasks include:

• A final demonstration lesson shall be scheduled and assessed.

• You must submit required clearances, documents, and forms before

• You are requested to evaluate the Teaching Internship progress for

a. For the Practice Teacher to be immersed in the class