HomeArellano University Graduate School Journalvol. 12 no. 1 (2015)

Practices of Teacher Education Institutions in Science Education

Editha A. Lupdag-Padama | Aida B. Bunagan | Ferdinand C. Lacuata | Wilfred Caingcoy | Hermino P. Ceballos | Annie CU Gallardo | Melchora B. Lamorena | Delia C. Navaza | Rebecca C. Nueva Espana | Murita S. Panganiban | Adora S. Pili | Maricar S. Prudente

Discipline: Education



Quality of education is acclaimed as an important and critical aspect of development. Consequently, to attain quality education, there should be effective teachers to ensure the development of the young people’s potentials. To develop such potentials, teacher education institutions are tasked with preparing future teachers who are equipped with in-depth knowledge and pedagogical competence and imbued with the ideals, aspirations and traditions of Philippine life and culture. These responsibilities necessitate innovations and reforms to achieve curricular relevance and responsiveness, which are the hallmarks of academic excellence as stipulated in the Higher Education Act of 1994 that created the Commission on Higher Education (CHED).