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Introduction in FS 2

Field Study 2 (FS 2) provides pre-service teachers with practical experience by working alongside experienced educators in real classrooms, where they observe student behavior and teaching strategies. The portfolio compiled during this internship reflects the learnings and experiences of student teachers, highlighting the challenges and insights gained in the teaching profession. This hands-on involvement fosters a deeper appreciation for effective instruction and the importance of adaptability and reflection in addressing diverse learner needs.

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Franz Mae Lorraine Mutia
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35 views1 page

Introduction in FS 2

Field Study 2 (FS 2) provides pre-service teachers with practical experience by working alongside experienced educators in real classrooms, where they observe student behavior and teaching strategies. The portfolio compiled during this internship reflects the learnings and experiences of student teachers, highlighting the challenges and insights gained in the teaching profession. This hands-on involvement fosters a deeper appreciation for effective instruction and the importance of adaptability and reflection in addressing diverse learner needs.

Uploaded by

Franz Mae Lorraine Mutia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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INTRODUCTION

Field study 2 (FS 2) centers on the all-important roles of participation and teaching
assistantship in the education setting. This course for pre-service teachers is not an observational
study instead they will gain practical experience by working closely with an experienced educator
and he students in their classroom; they will also be responsible for the development and delivery of
some instructional components. In the Field study 2, “Participation and Teaching Assistantship,” it
gives future teachers the chance to join real classrooms and assist experienced teachers.

In the field study students also known as student teachers is expected to observe the behavior
of the learners in the actual learning environment, the different teaching strategies of the teacher and
develop their understanding on feasible approaches to facilitate learning considering the various
phases of growth and development to assist their cooperating teacher in handling the class. This
portfolio is designed to compile the learnings and experiences that student teachers had during their
internship of the assigned school wherein they had the privilege to be prepared and molded of
becoming a professional educator in the future. This is also prepared to share all the experiences
they have on their field study duties for those who would pursue same endeavors.

From the moment I stepped into the classroom as an aspiring educator, I was met with a rich
tapestry of challenges and opportunities the have shaped my understanding of teaching and
learning. Each day brought new insights as I observed seasoned educators navigate the
complexities of classroom dynamics, engage students with diverse learning styles and foster an
inclusive environment where every learner feels valued. Throughout my field study, I was not merely
a passive observer. I immersed myself in the daily routines of the school community. I had the
privilege of collaborating with teachers, participating in lesson planning, and even conducting small
group sessions with students. This hands-on involvement ignited my passion for education and
deepened my appreciation for the art of teaching. I witnessed firsthand the profound impact that
effective instruction can have on student engagement and achievement. Moreover, my field study
experiences allowed me to confront the realities of the educational landscape, including the
challenges that both educators and students face. I encountered moments of uncertainty and
frustration, but these experiences were invaluable. They taught me resilience, adaptability and the
importance of continuous reflection in the teaching profession. As I navigated through various
classroom settings, I developed a keen awareness of the diverse needs of learners and the necessity
of employing differentiated instructional strategies to meet those needs.

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