E-PORTFOLIO

I extend my heartfelt appreciation to those who have played an important role in the completion of this Field Study Portfolio. This project has been a journey of exploration, learning, and growth, and I am grateful for the support and guidance I have received along the way.

First and foremost, to the Almighty God, who guided me in the field study during daily observations and school hours and gave me knowledge, and necessary ability to create a meaningful portfolio that would benefit other educators, students, and future teachers. His grace and glory are my motivation for this portfolio's success.

To Dr. Minna L. Comuyog, Dean of the College of Education, and Dr. Daizylyn C. Palillo, Chair of the Department of Elementary and Secondary Education, Mr. Shierland Garcia, Coordinator of OJT on College of Education at the Polytechnic University of the Philippines, and for approving the deployment and making recommendations regarding what to do at Bacood Elementary School.

I extend my heartfelt thanks to Mr. Shierland Garcia for his unwavering support and insightful guidance. Thank you for your expertise and feedback, this have been instrumental in shaping and refining this Field Study.

I am deeply thankful to my Resource Teacher, Mrs. Evangeline S. Borillo, for her unwavering support and insightful guidance throughout the field study. Her expertise and encouragement have been instrumental in shaping me as a future educator.

I would like to express my gratitude to the Bacood Elementary School for providing me with the opportunity to undertake this field study. To Dr. Leo Cabaruan, the Principal of Bacood Elementary School, Mr. Rizaldy L. Mendoza, the OJT Coordinator of the School, I express my gratitude for their hospitable reception, unwavering assistance, and consistent contributions throughout our field study journey. The resources, facilities, and learning environment have contributed significantly to the success of this project.

I want to acknowledge my peers and colleagues for their support and shared enthusiasm during the field study. Their diverse perspectives and collaborative effort have made this journey both enjoyable and knowledgeable.

I am indebted to my family and friends for their unwavering support and understanding during the field study period. Their encouragement has been a source of motivation, and their belief in my abilities pushed me to do better every day.

 Lastly, a heartfelt thank you to all those whose names may not be mentioned here but who have contributed to the completion of this work. Your collective efforts have not gone unnoticed, and I appreciate the positive impact each one of you has had on this journey.

Thank you to everyone who has been a part of this enriching experience.

         Field studies provide the avenue for the students to develop critical thinking skills, apply their memory to purposes of long-term retention, apply what they learned to new situations, develop positive attitudes toward research, acquire a deeper respect for the environment, and raise interest about technology. Involving the students in the planning and execution of field studies as active members would significantly optimize their motivation and cognitive development. Field study is an experiential form of learning, and it has the values and difficulties which such learning normally entails (Kolb, 1984; Kolb & Kolb, 2005). There are many studies proving that field study yields dividends in learning in terms of the cognitive and affective domains.  Field study usually enriches the learning outcomes relevant to the course topic and the impression of students regarding the learning experience is improved by the experience (Boyle et al., 2007).

Field Study 1 is the first stepping stone laid down in the domain of teacher education that paves the path for all that comes along. This field study objective is hinged on this blend of theory and practice aiming to provide the future teacher first-hand pedagogy experience. This field study therefore aims to familiarize students with applications of educational theories to the life they shall experience, to increase their powers of observation, and to develop a sense of appreciation for diversity in the classroom. Field Study 1 is the basis of reflective and enlightened education through participation in teaching activities that are realistic. Field Study 2 is an extension of Field Study 1, which helps in the growth of the pre-service teachers.

Upon finishing the field study 1, we can proceed with Field Study 2 because we believe that teaching skills are developed through experience and actual practice. The main role at this point will be to empower the pre-service teachers from just being active observers in a classroom to being active participants. In this case, they will have to take up more responsibilities, including planning and delivering of lessons, and interacting with students. Field Study 2 is important in that it offers pre-service teachers a chance to sharpen their teaching strategies, refine classroom management, and better comprehend the diverse needs of their students. With this journey of experiences, it is expected that the present study would equip the pre-service teachers not only with the wider understanding of the teaching profession but with the practical know-how of being effective and serving its purpose in the setting of a classroom. Field Study 1 and Field Study 2 are in such a way that they prove to be a dynamic duo—something that undertakes to take the aspiring educators on a complete and an all-important journey.

These two field studies hence come in tandem towards ensuring that prospective educators are not only well-versed theoretically but are equally equipped with practical teaching skills. In summary, the importance of Field Study 1 and 2 in preparing the pre-service teachers as effective, sensitive, and adaptive teachers up to confront the rapid world of education cannot be overemphasized. Field Studies 1 and 2 were like stumbling upon foreign land.

Little did I know that these experiences would not only shape my pedagogical skills but also uncovered profound personal and professional insights. This paper explores into the significance of these formative field studies for my professional development as a teacher by exploring the core of my own insights and understandings gained through these individuals. As I overcame obstacles and achieved successes in Field Studies 1 and 2, the connection between theory and practice became clear. When put into practice with actual students and their varied demands, classroom theories came to life. This relationship instilled my teaching decisions with purpose and significance, causing theoretical concepts to truly resonate in my practice.

The first and second field studies were crucial moments in my growth as a teacher. Through these field studies, I learned so much about the teaching profession as a whole. I faced various challenges, observed different teaching methods, and celebrated successes along the way. Reflecting on these experiences, I do not only acquired the knowledge and skills needed to excel in my profession, but I also developed a deep passion and sense of responsibility to impact my students' lives positively. Each field study brings me closer to my ultimate aspiration of becoming an influential and valued educator.