Tracing University of San Carlos’ science and mathematics education graduates: How well are we in developing teacher professionals?

Author/s:

Cañizares, Monell John F.*
College of Education Science and Mathematics Education Department, University of San Carlos – Cebu, Philippines (monelljohnz@gmail.com)

Abstract:

Graduates were encouraged to develop personal skills and attitude that will prepare them in the field of work. This paper attempted to trace the Science and Mathematics Education (SME) graduates of the University of San Carlos, College of Education from AY 2009-2010 to AY 2011-2012 in order to determine the relevance of its curricular programs in meeting the needed manpower and the impending full implementation of the K-12 program. Cross-sectional retrospective survey which utilized a researcher-developed questionnaire in tracing the graduates was used in this study. A total of 65 SME graduates were identified within the specified period of time. Of these, 43 served as survey respondents with a response rate of 66.2%. Data showed that the great majority of the respondents took and passed the Licensure Exam for Teachers (LET) in their first take, with two topnotchers and were mostly employed as full-time permanent teachers. Their retrospective evaluation of the curriculum indicated that its best aspect was the sequencing of the subjects. Graduates’ perceived levels of professional efficacy showed that majority of the top rated character traits essential in their work has something to do with working with others. This study concluded that tracing the SME graduates revealed the institutional capability of the Science and Mathematics Education Department (SMED) and the relevance of its curricular programs. It is further recommended to update the current curriculum to be K-12 ready foreseeing that the future graduates should be developed to teach confidently in light of the Philippine educational reform.

Keywords: graduate tracer study; retrospective evaluation; cross-sectional survey; science and mathematics education; professional efficacy; Philippine educational reform

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DOI: https://doi.org/10.5861/ijrse.2015.985

*Corresponding Author