Implementation of the National Competency-Based Teacher Standards in the UV-College of Teacher Education

The study determined whether the student teachers have achieved the expected competencies required by the new curriculum in teacher education. The National Competency-Based Teacher Standards (NCBTS) explicitly lay down the set of behaviors, attitude and skills that each student teacher must possess. Using a researcher-made questionnaire, this study assessed the competencies of the student teachers in comparison with the standard skills embodied in the NCBTS using a researcher-made questionnaire. All the 38 student-teachers who enrolled during the 1st semester of 2011 – 2012 and 22 mentors of the University of the Visayas Laboratory School- Main Campus were involved in the study. Both the student teachers and the mentors had an orientation before answering the questionnaires. Results are analyzed using descriptive statistics for the level of competency and Pearson coefficient to determine the significant relationship of competency level and student performance. The student teachers perceived themselves as highly competent as classroom teachers and this confirmed by the mentors. Mentors perceived the student teachers as very competent in almost all aspects of the seven NCBTS skills. They were best in professional growth and development and in social regard for learning. However, they lie low in community organizing or building linkages and understanding the diverse learning abilities of students. Likewise, though competent enough, the student teachers need to keep abreast with the recent trends in education. Student teaching performance was related to the students’ learning environment, suggesting that when mentors provide a conducive environment, assistance and modeling, the student teachers would learn the teaching skills and proper behavior of an efficient and effective teacher. The curriculum has also enhanced the students teaching skills, which means that the program was useful for student teachers.