SUMMARY & SUGGESTIONS

Participating in the SEA-Teacher Project in Northern Philippines was a meaningful and transformative experience for me as a pre-service teacher. During the program, I had the opportunity to conduct teaching practice at the University of Northern Philippines Laboratory School located in Vigan, Ilocos Sur, Philippines. This experience allowed me to observe classroom management, learn different teaching strategies, and directly teach students in an international educational environment.

Throughout the program, I was involved in several important activities, including classroom observation, lesson planning, teaching practice, and final demonstration teaching. I taught Grade 5 Mathematics, particularly the topic of multiplying decimals, using learning materials and PowerPoint presentations that I prepared beforehand. These activities helped me develop my teaching skills, improve my communication in English, and gain confidence in delivering lessons to students from different cultural backgrounds.

In addition to teaching activities, the program also provided opportunities for cultural exchange and exploration through activities such as the DALLIASAT cultural program organized by the University of Northern Philippines. Through this program, I was able to explore historical and cultural destinations in Northern Philippines and interact with local students and other international participants. This experience helped broaden my understanding of cultural diversity and strengthened friendships across Southeast Asian countries.

Overall, the SEA-Teacher program provided valuable academic, professional, and cultural experiences that contributed to my personal and professional growth as a future educator.

Based on my experience during the SEA-Teacher Project, I would like to provide several suggestions for the improvement of the program in the future.

• First, it would be beneficial if participants were given more time for teaching practice so they could gain deeper classroom experience and further develop their teaching skills. More opportunities to interact directly with students would enhance the overall learning experience for pre-service teachers.

• Second, providing additional orientation sessions before the teaching practice begins could help participants better understand the school system, curriculum, and teaching expectations in the host country. This preparation would allow participants to adapt more easily to the new learning environment.

• Finally, strengthening collaboration between international participants and local students could further enrich the cultural exchange experience. Activities such as joint workshops, cultural sharing sessions, or collaborative projects would help create stronger connections and mutual understanding among participants from different countries.

In conclusion, the SEA-Teacher program is a highly valuable initiative that not only enhances teaching competence but also promotes cross-cultural understanding among future educators in Southeast Asia.