| According to the National Competency-Based Teacher Standards (NCBTS) Framework, a fully functioning teacher should possess desirable core values and behaviors, attitudes, knowledge, and skills, which encompass curriculum and instruction, ethics and professionalism, community-involvement and continuing professional development. Hence, this study determined the competencies developed among the graduates of the College of Education, University of Batangas (Batangas Campus) Batch 2016-2017. Descriptive research design was used in the conduct of the study. Forty-seven (47) cooperating teachers from different public primary and secondary schools in Batangas City rated the student teachers using the rubric for offcampus practicum. The four-point Likert scale was developed based on the NCBTS and was validated by experts. It included the following criteria: learner development, management of the learning environment, instructional practice and professional responsibility. Weighted mean, standard deviation and percentiles were used in analyzing the data. The study revealed that student teachers were able to plan and implement instruction with minimal input or assistance from the cooperating teachers, manage classroom schedules and student behavior with relative ease, engage children in learning by integrating a variety of instructional models and teaching strategies into their classroom practice, demonstrate a deep and flexible command of content area knowledge, and are quickly able to adjust instruction in response to student needs. However, the student teachers were proficient only in communicating behavioral expectations to learners. As a result, the College will implement and include activities that are outcomes-based to enrich the competencies of the student teachers. |
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