01/07/2026
๐ฃ๐ฆ๐ง๐ข ๐ฃ๐๐ซ๐๐๐ฆ: "๐๐๐ง๐๐๐ฅ ๐ ๐ช๐๐๐ ๐๐๐ก๐ ๐ ๐ช๐๐ฌ, ๐ข๐ฅ ๐ ๐ช๐๐๐ ๐ ๐๐๐ ๐ข๐ก๐"
As a pre-requisite for the Field Study courses of senior education students, the PSTO Organization, in partnership with the College of Education, conducted a seminar entitled "๐ฅ๐๐๐๐๐๐ง๐๐ฉ๐ ๐ฃ๐ฅ๐๐๐ง๐๐ง๐๐ข๐ก๐๐ฅ: ๐ ๐๐ถ๐ฒ๐น๐ฑ ๐ฆ๐๐๐ฑ๐ ๐ฆ๐ฒ๐บ๐ถ๐ป๐ฎ๐ฟ ๐ผ๐ป ๐๐
๐ฝ๐ฒ๐ฟ๐ถ๐ฒ๐ป๐๐ถ๐ฎ๐น ๐๐ฒ๐ฎ๐ฟ๐ป๐ถ๐ป๐ด, ๐ฃ๐ผ๐ฟ๐๐ณ๐ผ๐น๐ถ๐ผ ๐๐๐ถ๐น๐ฑ๐ถ๐ป๐ด, ๐ฎ๐ป๐ฑ ๐๐ฐ๐๐ถ๐ผ๐ป ๐ฅ๐ฒ๐๐ฒ๐ฎ๐ฟ๐ฐ๐ต" on June 30, 2026, at the Agritourism Hostel Function Hall.
Opening the program, ๐ฃ๐ฟ๐ผ๐ณ. ๐๐ป๐ฎ๐น๐๐ป ๐. ๐๐น๐ฒ๐ด๐ฎ๐ฑ๐ผ set the tone for the seminar by echoing the philosophy of education advocate ๐๐ผ๐ต๐ป ๐๐ฒ๐๐ฒ๐, emphasizing that "We do not learn from experience... we learn from reflecting on experience." She underscored the importance of reflective practice as future educators prepare for their teaching journey.
Prof. Alegado also highlighted the significance of building a portfolio, describing it as a collection of evidence that documents every milestone and achievement of pre-internship students throughout their professional preparation.
Concluding her opening remarks, she reminded the participants that "Action research is more than an academic exercise; it shapes us into the teachers we aspire to become."
The first session featured ๐ ๐ฟ. ๐ช๐ถ๐น๐น๐ถ๐ฎ๐บ ๐๐ฎ๐ฏ๐ฟ๐ถ๐ฒ๐น, who discussed ๐๐ฒ๐๐ฒ๐น๐ผ๐ฝ๐ถ๐ป๐ด ๐ฎ ๐ฃ๐ฟ๐ผ๐ณ๐ฒ๐๐๐ถ๐ผ๐ป๐ฎ๐น ๐ฃ๐ผ๐ฟ๐๐ณ๐ผ๐น๐ถ๐ผ.
Mr. Gabriel began by asking the participants a simple yet thought-provoking question: "What is a portfolio?" He explained that a portfolio is more than a compilation of documents. It is a purposeful collection of experiences, accomplishments, and professional growth that future teachers can draw upon when they begin their teaching careers.
He emphasized that educators should not speak to prove their competence. Instead, "Let your portfolio speak for your competence."
In discussing effective portfolio writing, Mr. Gabriel encouraged students to ensure that every reflection is anchored in an appropriate learning theory, distinguish verified knowledge from [chismis] hearsay, use artificial intelligence as a cognitive companion and dialogic scaffold rather than a substitute for thinking, and conclude each reflection with a forward-looking action plan for continuous improvement.
He concluded his session with a powerful reminder: "Everything tackled is useless if you don't know how to employ it properly."
Following the morning session, representatives from the Bachelor of Secondary Education shared their key takeaways and reflections from the discussion.
After the lunch break, ๐๐ฟ. ๐๐๐ป๐ป ๐ ๐ถ๐ฐ๐ต๐ฒ๐น๐น๐ฒ ๐๐ผ๐ฟ๐ผ๐๐ฝ๐ฒ delivered a lecture on ๐๐
๐ฝ๐ฒ๐ฟ๐ถ๐ฒ๐ป๐๐ถ๐ฎ๐น ๐๐ฒ๐ฎ๐ฟ๐ป๐ถ๐ป๐ด.
Dr. Gorospe emphasized that both knowledge and skills play equally vital roles in the development of effective teachers and successful learners. She encouraged pre-internship students to maximize their Field Study experiences, noting that "In Field Study, you'll get to know your students first before your actual practice teaching."
She also encouraged students to participate in webinars and other professional learning opportunities to continuously develop themselves as future educators.
As practical advice, Dr. Gorospe urged the participants to "Take detailed notes during observations, reflect critically, not just on what happened, but why and how it happened, and remain open to feedback and learn from real-world challenges."
She concluded her presentation with an inspiring message: "Be yourself, because sometimes, opportunity gives you another option."
The final session, which lasted for an hour and a half, was facilitated by ๐ ๐. ๐ง๐ฟ๐ถ๐๐ต๐ฎ ๐ ๐ฎ๐ฒ ๐ . ๐ฅ๐ฎ๐บ๐ผ๐, who discussed ๐จ๐ป๐ฑ๐ฒ๐ฟ๐๐๐ฎ๐ป๐ฑ๐ถ๐ป๐ด ๐๐ฐ๐๐ถ๐ผ๐ป ๐ฅ๐ฒ๐๐ฒ๐ฎ๐ฟ๐ฐ๐ต.
A mathematics enthusiast, Ms. Ramos introduced the topic through a simple equation:
๐๐ฐ๐๐ถ๐ผ๐ป + ๐ฅ๐ฒ๐๐ฒ๐ฎ๐ฟ๐ฐ๐ต = ๐ ๐๐๐๐๐ฒ๐บ๐ฎ๐๐ถ๐ฐ ๐๐ผ๐น๐๐๐ถ๐ผ๐ป ๐๐ผ ๐๐ผ๐น๐๐ฒ ๐ฎ ๐ฝ๐ฟ๐ผ๐ฏ๐น๐ฒ๐บ
Through this illustration, she emphasized that Field Study is not only about teaching but also about identifying gaps in educational practice and developing evidence-based solutions to improve learning.
Ms. Ramos then explained the three basic types of action research:
โข Individual Action Research
โข Collaborative Action Research
โข School-wide or Institutional Action Research
Aside from this, Ms. Ramos amplified that action research is research conducted by teachers. Not by scientists, not by university researchers, but by classroom teachers.
Her talk ended with the motivational quote: "Either I will find a way, or I will make one."
To formally wrap the seminar, ๐๐ฟ. ๐๐ต๐ฟ๐ถ๐๐๐ผ๐ฝ๐ต๐ฒ๐ฟ ๐. ๐ฅ๐ฒ๐๐น๐ฎ expressed his heartfelt gratitude to the faculty members, organizers, resource speakers, and students for their active participation and enthusiasm throughout the event.
He encouraged the pre-service teachers to continuously reflect on their experiences, embrace lifelong learning, and strive for excellence in their journey toward becoming competent and compassionate educators.
via Redeemer R. Rosete and Jirehne Ciamy Ylarde
