Assessing the Lesson Planning Knowledge of Pre-Service Teachers in one College of a Philippine State University

The study investigated the level of knowledge of pre-service teachers in lesson planning using a descriptive-correlational research design. Stratified random sampling was employed, resulting in 128 participants from Cagayan State University-Aparri. A survey questionnaire was utilized to gather their profile, alongside a researcher-made level of knowledge questionnaire. The assessments and assignments dimension scored the highest, while writing lesson plans was the lowest. Findings indicate that although pre-service teachers understand theoretical aspects, they struggle with the practical preparation of successful lesson plans. Effective planning depends on understanding core principles, revealing that high knowledge does not fully guarantee successful implementation. Regardless of age, sex, and time spent, transferring knowledge into practice remains challenging. While their lesson planning knowledge is "very high," actual effectiveness in teaching requires experience and practice. This study suggests the need for enhanced practical training and mentorship programs to bridge the gap between theoretical knowledge and practical application in lesson planning. Educational institutions such as CSU should continue to focus on experiential learning opportunities to better prepare pre-service teachers for real-world teaching challenges.