PANGASINAN STATE UNIVERSITY
URDANETA CITY CAMPUS
COLLEGE OF ARTS & EDUCATION
TEACHER EDUCATION DEPARTMENT
FIELD OBSERVERS ACTION RESEARCH:
Bridging the Gap: Addressing
Field Observers’ Challenges
at Juan G. Macaraeg National
High School
Submitted To:
Ma’am Shaina Mae Tobias
Submitted By:
Cristian Carlo Cabreros
Aegee Cedrick Manicao
Catherine Joyce Membrere
Christine Tumacdang
ABSTRACT
This collaborative action research investigates the challenges faced by field
observers—students assigned to observe cooperating teachers at Juan G.
Macaraeg National High School. While field observers are not actively
teaching, except for a single team-teaching session, they experience
difficulties in understanding pedagogical techniques, managing classroom
dynamics, and aligning theoretical knowledge with practical classroom
experiences. This research identifies these difficulties and proposes solutions
to enhance the field observation experience.
The study employs surveys, interviews, and direct observations to collect
data. Findings reveal that field observers struggle with classroom
engagement, documentation of lessons, and adapting to real-life teaching
situations. Through peer discussions, structured observation guides, and
enhanced feedback mechanisms, this study proposes solutions to bridge the
gap between observation and effective learning. The research provides
recommendations to improve teacher education programs and better
prepare field observers for future teaching roles.
INTRODUCTION
Field observation plays a crucial role in teacher education, allowing students
to experience a real classroom setting before assuming full teaching
responsibilities. At Juan G. Macaraeg National High School, field observers
are placed in classrooms to observe cooperating teachers, analyze
instructional strategies, and familiarize themselves with classroom dynamics.
Although their primary role is observation rather than active teaching, they
are required to participate in a single team-teaching session. Despite this
limited interaction, many field observers face difficulties in comprehending
classroom management, lesson pacing, and the practical application of
teaching methodologies.
One of the primary challenges encountered by field observers is the
overwhelming nature of a real classroom environment. Many struggle to
process the simultaneous interactions between teachers and students,
making it difficult to document key teaching techniques effectively.
Additionally, the transition from theoretical learning to practical classroom
settings is often disorienting, leading to difficulties in understanding how
lesson plans translate into actual teaching.
Another issue is the lack of confidence in their ability to assess teaching
effectiveness. Since they are merely observing, they may feel disconnected
from the learning process, making it harder to reflect critically on
instructional methods. Moreover, cooperating teachers may not always have
the time to thoroughly explain their strategies, leaving field observers with
unanswered questions.
Given these challenges, this study seeks to identify the specific difficulties
faced by field observers and propose strategies to improve their learning
experience. By enhancing observation techniques, refining documentation
methods, and fostering mentor-mentee relationships, this research aims to
make field observations more meaningful and beneficial.
Background of the Study
Field observation is an essential component of pre-service teacher training,
allowing students to immerse themselves in a real classroom environment
before assuming full teaching responsibilities. At Juan G. Macaraeg National
High School, field observers are assigned to observe cooperating teachers
and analyze lesson delivery, classroom management, and student
engagement. However, despite these opportunities, many field observers
struggle to fully comprehend the teaching process. Theoretical knowledge
acquired in university courses does not always seamlessly translate into
classroom practice, leading to confusion, uncertainty, and difficulty in
processing real-world teaching scenarios. This study aims to investigate
these difficulties and propose solutions to enhance the effectiveness of field
observation experiences.
Significance of the Study
This study is significant for several key stakeholders:
1. Field Observers: By identifying the challenges faced during observation,
this research helps field observers develop better strategies for documenting
and analyzing teaching methods. It also provides guidance on how to
maximize their learning experience.
2. Cooperating Teachers: This study offers insights into how cooperating
teachers can provide more effective guidance and mentorship to field
observers. By understanding the difficulties faced by students, they can
adjust their mentorship strategies accordingly.
3. Teacher Education Institutions: The findings of this study will be
valuable for universities and colleges offering teacher education programs.
The results can be used to refine pre-service training curricula to ensure
students are better prepared for field observation.
Statement of the Problem
This study aims to answer the following questions:
What are the common challenges faced by field observers at Juan G.
Macaraeg National High School?
How do these challenges affect their ability to document and
understand effective teaching practices?
What strategies can be implemented to improve the field observation
experience for pre-service teachers?
Hypothesis
Field observers who receive structured observation guides, targeted
mentorship, and feedback sessions will demonstrate improved
comprehension of teaching techniques and greater confidence in analyzing
classroom dynamics.
Scope and Delimitation
This study focuses on field observers assigned to Juan G. Macaraeg National
High School. It specifically examines the difficulties encountered in observing
classroom management, instructional strategies, and student engagement.
While field observers participate in a single team-teaching session, this study
does not assess their teaching performance.
The study is limited to pre-service teachers currently undergoing their
observation period. It does not include practicing teachers or other school
personnel. The findings and recommendations are tailored specifically to the
context of teacher education programs and may not be directly applicable to
other educational settings.
MATERIALS & METHODS
This study employs a mixed-methods approach to gather comprehensive
data on field observers' challenges. Surveys will be distributed to field
observers to gather quantitative data on their difficulties. Additionally,
qualitative data will be obtained through interviews and focus group
discussions with both field observers and cooperating teachers.
Classroom observations will also be conducted to analyze the teaching
strategies employed by cooperating teachers. Observation checklists will be
used to document key instructional techniques and student-teacher
interactions. Data will be analyzed to identify common themes and patterns
in field observers’ experiences.
Intervention strategies, such as structured observation guides and
mentorship programs, will be introduced to improve the field observation
experience. Feedback sessions will be conducted to assess the effectiveness
of these interventions
