The realities of teaching practices of teacher education program in BASC: A basis for curriculum improvement

 Corresponding author: John Edward Y. Cruz Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0. The realities of teaching practices of teacher education program in BASC: A basis for curriculum improvement John Edward Y. Cruz * Graduate School of Education, Bulacan State Agricultural University, Bulacan, Philippines. World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 Publication history: Received on 19 May 2025; revised on 28 June 2025; accepted on 30 June 2025 Article DOI: https://doi.org/10.30574/wjarr.2025.26.3.2492 Abstract This study provides information about graduates’ teaching practices to guide improvements in the Teacher Education program curriculum at Bulacan Agricultural State College (BASC). The research used mixed method approach using surveys for quantitative data and qualitative data from interviews, from Teacher Education graduates over the period 2022 to 2024. The purpose of the study was to evaluate how prepared graduates of the program were in diverse aspects, content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. All areas such as curriculum planning, assessment and professional development, were considered to be taught “very well” according to the findings. Moreover, the research confirmed that BASC gives students knowledge and abilities that can be used outside teaching. Students found mentorship helpful, practical experience and the use of reflective activities, but said improvement of communication, better integration of ICT tools, and more training on classroom management were needed. According to the findings, updating the teacher education curriculum often is necessary to match what teachers experience in classrooms and where K-12 education is headed, preparing teachers for accomplishment in their careers. Keywords: Practice Teaching; Teacher Education; Teaching Practices; Mentorship; Practical Experience 1. Introduction Practice teaching is a very important segment in the preparation of professional teachers as it provides the link between the acquisition of theory and practice. In teacher education programs, this period affords students exposure to patterns of classroom, practice in teaching, and learner interactions. However, what goes on in classrooms is not always in line with what is taught in colleges of education and universities. These gaps can affect the response and flexibility of preservice teachers that are already starting to teach in institutions such as BASC where context factors and resource constraints impose constraints on teaching context. Practice teaching success relies mostly on the quality of the mentorship and supervision provided to the practice teachers. Effective cooperating teachers guide by example and help new teachers feel comfortable trying, reviewing and improving their teaching methods. Teachers can use regular feedback, watch their peers teach and analyze their lessons on video to better link what they study to what they do in the classroom. If mentor teachers help student-teachers move from watching to co-teaching and eventually teaching on their own, students gain the skills needed to deal with things like big groups or not having enough materials at hand. Making practice teaching work in the real-life environment means students should be encouraged to use local culture, community resources and resource-aware methods. Teachers in training who immerse themselves in the community World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2769 or partner with local groups come to respect learners’ daily lives and learn to create lessons using local knowledge and languages. They also learn about making teaching aids on a budget, handling classes in resource-limited schools and adjusting instruction for every student. When mentorship and contextual training are combined in teacher education, graduates are more likely to turn theoretical ideas into learning experiences that meet the needs of BASC students. In the Philippine setting, Practice Teaching is one of the essential parts of the teacher education programs which intends to equip future teachers for all nuances of the practice. According to the PPST, pre-service teachers are required to perform a number of competencies, these are: planning and preparation, classroom management, and learner-centered approach (CHED CMO No. 75, 2017). However, research shows that such expectations are not met in local schools because of large class sizes, limited resources, and diverse learners’ needs which present problems for teachers (Tarrayo et al., 2021). Institutional facilities in most local schools, especially those in rural and hard-to-reach regions, are insufficient in terms of both infrastructure and learning resources, and this may hamper the practical use of such theories in practice (Sacasan, 2024). Moreover, the shift to digital and mixed-learning environments due to the COVID-19 pandemic also posed great difficulty in the teaching-learning process which require pre-service teachers to quickly innovate their instruction and demonstrate versatility and resourcefulness (University of Mindanao, 2024; Santos and Paglinawan, 2023). An increasing number of graduates are choosing not to pursue professions in teaching, which raises concerns about teacher education programs. Education graduates from schools like BASC have not wasted years of preparation and training because many of them go on to pursue alternative careers in corporate training, instructional design, human resources, business, and government sectors where their leadership, problem-solving, and communication skills are still valuable. With increased emphasis on this trend, it becomes important to question the success of teacher education programs in enabling students to be fully ready to face the fact of becoming a teacher, while at the same time allowing flexibility for aspiring teachers’ careers. To deal with these, institutions need to introduce course improvements, for example, incorporating an appropriate elective course in educational technology, and instructional design which prepare students for transferable skills. Other field experiences that go beyond traditional classroom internships such as corporate and non-governmental organizations can provide education graduates with more exposure to various career opportunities (Harvard Graduate School of Education, 2024). Also, career readiness programs like resume building workshop, Networking meetings, and professional mentorship programs can assist graduates make educated vocation pulls (NACADA, 2023). Another way to strengthen mentorship programs is to connect students with alumni in teaching and non-teaching careers to offer insights into other career trajectories (Santos and Paglinawan, 2023). Through the implementation of these strategies, BASC can create a more comprehensive teacher education program that will not only make graduates ready for the teaching profession but also ready for leadership positions in different industries. As a result, this study analyzed the realities of teaching practices among BASC education graduates, assessed their career trajectories, and assessed how the institution’s teacher education program influences their professional choices. This study serves as the basis of curriculum improvements, program development, and policies at the institution that are consistent with the future labor market needs of education graduates. 2. Literature review To be able to understand how the Teacher Education Program at Bulacan Agricultural State College (BASC) prepares its graduates for the real classroom settings, this chapter examines the existing researches on the preparation of preservice teachers. It begins by exploring gaps between theoretical foundations taught and actual teaching. From there, it considers the role of mentorship and practicum experiences in bridging gaps. Finally, it reviews emerging evidence on the different career paths of education graduates, both those who pursued teaching and those who chose alternative careers to identify how transferable competencies can be integrated into the curriculum. Generalao et al. (2021) examined the persistent learning crisis in the Philippines, evidenced by poor performance in international assessments such as PISA (2018), TIMSS (2019), and SEA-PLM (2019). Despite recent educational reforms—such as addressing infrastructure deficits, improving access to early childhood education, enhancing teacher salaries, and revising the basic education curriculum the quality of learner outcomes remains inadequate. The study emphasizes the central role of teacher preparation programs in higher education institutions (HEIs) in addressing this issue. World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2770 According to Ramirez (2020), gaps between theory and practice that might have huge and vital impacts on their professional growth, possible benefits, and challenges to develop and guarantee more efficient and comprehensive teaching-learning practices for all. Similarly, Garcia and Mendoza (2021) found that the preparedness of pre-service teachers in Philippine public schools is still a gap between theory and practice. However, as they demonstrated, teacher education programs furnish a strong theoretical base, but many graduates are still struggling to cope in the classroom, acting as a manager of lessons and coping with the needs of diverse learners. Often, these difficulties arise from the mismatch between what one is trained to do and what happens in the classroom. Thus, the study recommended that practicum experiences and mentorship programs be strengthened, both to commission hands on training of pre service teachers that adequately prepares them for real world teaching environments. Santos and Delos Reyes (2020) investigated the effects of mentorship programs on pre-service teachers’ confidence and professional development. Structured mentorship, giving experienced educators to provide guidance to the newly hired teachers to teach better, increases teaching competencies and effectiveness in the classroom, according to their study. Meanwhile, these points also highlighted shortage of quality mentors and accessibility, especially in rural areas where very few experienced teachers were available to help. In terms of planning and instruction of preservice teachers, their confidence in those abilities compared to their actual performance is more inflated. Potential reasons for this divergence between self-reported levels of confidence and actual edTPA performance could be that preservice teachers may self-report relatively high confidence in their planning and instructional skills, but when they are faced with the classroom in real-time, the variability of student behavior can divert them from their plans and instruction. In other words, the students’ learning preferences or any number of other issues may interfere with the planning and instruction of a teacher. When considering assessment, the discrepancy between performance and confidence can make sense because formal state or district mandated assessment instruments may not fit well with the preservice teacher’s natural approach to classroom assessment (McConnell et al., 2021) In their study, Cruz and Ramirez (2021) analyzed the role of reflective teaching practices in the professional development of new hires in the Philippines. The types of reflection that were associated with staying on task, higher job satisfaction, and more instructional improvement included journal writing, peer discussion, and action research. The limitations of study also suggested that the workload demands and time constraints often do not allow reflection practices to be fully utilized as daily part of the routine by the teachers. The researchers suggested that reflection-based training sessions be incorporated into teacher education programs to help pre-service teachers develop the habit of self-assessment and continuous professional growth early in their careers. Villanueva (2023) examined the employment trends of education graduates from different state universities in the Philippines. The study revealed that while most graduates start out in the teaching profession, a large number later move into corporate training, instructional design, human resources and government positions. Better salary opportunities, career growth and better working conditions outside of the education sector are the main reasons for this shift. The study highlighted the fact that transferable skills such as leadership, communication and instructional design are key to incorporating into teacher education program to help prepare graduates for their future as a teacher and in alternate careers. Ramirez (2020) found multiple discrepancies between pre-service science teachers’ coursework and real teaching demands. Such theory–practice gaps confirm that student teachers often feel unprepared for actual classrooms, supporting BASC’s focus on strengthening hands-on practicum so graduates’ knowledge matches real-world teaching (Ramirez, 2020). Generalao et al. (2022) emphasized that deepening practical training and more tightly linking policy with classroom practice can address persistent quality issues in Philippine teacher education. Their analysis suggests that a stronger emphasis on internships and connecting theory to fieldwork could significantly improve teacher preparedness, in line with BASC’s recommendation to reform the curriculum toward more experiential learning. Huang et al. (2023) reported that the COVID-19 pandemic accelerated the use of educational technology in China, leading to innovative flexible teaching methods and a “new normal” of tech-enhanced active learning. This implies that integrating technology into teacher education (as BASC intends) can enrich instructional practice and better prepare graduates for modern classrooms, reinforcing BASC’s implication that digital pedagogical skills should be part of the curriculum. World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2771 Bastian et al. (2024) found that extended teaching internships significantly expand pre-service teachers’ professional competencies (e.g. pedagogy, assessment and innovation), especially when internships include reflective activities that link theory with practice. Structured field experience together with guided reflection translates directly into improved teaching ability. PASAA Journal (2024) notes that structured reflective practice enables teachers to connect theory with classroom action and fosters self-awareness and professional growth. This supports the emphasis on embedding reflection in the program: it suggests that by regularly reflecting on their practice, graduates can make positive changes to their teaching methods, enhancing overall effectiveness. McConnell et al. (2021) noticed that new teachers’ faith in their readiness to teach often went beyond how well they actually scored on measures. It shows that trainees could be quite sure of their abilities even when facing problems they didn’t know were coming. It points out that being confident in one’s teaching skills is not enough; teacher programs should ensure they measure progress via objective evaluations. A UNESCO study in 2024 pointed out that more than improved teaching methods is necessary to solve the lack of teacher’s motivation, conditions of work and clear opportunities for advancement are also vitally important. Put differently, more effective curriculum design needs to go hand in hand with better pay, support from the school and opportunities for professional development to keep teachers happy and successful for years to come. Batulan and Tindowen (2023) also noted that most pre-service teachers in the Philippines felt ready for online teaching due to strong technopedagogical skills they had learned in school. This finding goes against the idea that graduates are not prepared which results suggest some training is already catering to students’ needs. Even so, since not all learners have the same opportunities, results from training might vary based on the organization and the learning environment. The PASAA Journal advises that reflective teaching can help, although it shows that not integrating it fully into teacher training may not let its positive results show. Having too much to do, no help and a shortage of time usually stop teachers from reflecting regularly. As a result, if reflective practices are to succeed, they must be accompanied by enough support. According to Bastian et al. (2024), the main tools for judging teaching internships are short evaluations by the interns themselves. So, teacher education programs should watch out: an increase in educators’ self-belief or happiness may not always indicate that they have gotten better at teaching. Performance assessment should go along with perception data to help improve the curriculum. Reyes (2023) explained that cooperating teachers taught preservice teachers how to observe students, ask students questions, conduct formative assessment, and use authentic assessments to evaluate and record details of students' performance and learning. The cooperating teachers shared these assessment practices with preservice teachers by considering the students, the lesson content, and the learning objectives. When they taught preservice teachers about assessment, cooperating teachers made sure that the principles of assessment guided them; they also allowed preservice teachers to explore assessment during their practice teaching, while providing a hands-on discussion with the preservice teachers. Origenes et al. (2024) highlighted that teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. Borines and Marasigan (2024) stated that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. Baluyos et al. (2024), identified that cooperating teachers often lack clear guidelines and training on how best to scaffold novice teachers, leading to inconsistent mentorship quality. They recommended formal mentor training workshops and clear supervisory rubrics to ensure all preservice teachers receive equitable, high-quality coaching Caban (2023) reported that under the COVID-19 “new normal,” pre-service interns faced fluctuating school schedules, shifting between in-person, online, and hybrid models; those who received ongoing digital‐pedagogy support demonstrated greater instructional confidence. This points to the need for a dedicated educational-technology elective and embedded microteaching in virtual environments World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2772 Rogayan Jr. and Reusia (2021) used metaphor analysis to show that prospective Filipino teachers often frame their internship as “crossing a bridge,” symbolizing the transition from theory to practice. Those metaphors correlated with coping strategies “balancing act” metaphors signaled adaptive flexibility, while “isolated island” metaphors indicated a need for stronger peer support networks. Locara (2022) showed that integrating multimedia‐mediated tasks (e.g., student‐created videos, interactive simulations) into microteaching sessions produced higher gains in both pedagogical skills and language proficiency among elementary preservice teachers. Maguire (2022) demonstrated that structured reflection prompts following microteaching—focused on lesson goals, student engagement, and self‐identified areas for growth—led to measurable improvements in preservice teachers’ instructional clarity and adaptability. As is evident from literature, most teacher education graduates are struggling in the gap between the real classroom teaching and both theory and practice. They can be mentored, trained hands on, and reflect better. Better opportunities also attract some of the graduates to non-teaching careers. To tackle these problems practical skills and career preparation should be added and taught in teacher education program’s curriculum to those who are also teaching and other career fields. 3. Conceptual framework The theoretical realities of the teaching practices in the BASC Teacher Education Program are the framework that analyzes the relationship between theory and practice of the classroom. That is, it understands that constructivism, sociocultural theory, and reflective practice frame the formation of preservice teachers, but their enactment in classrooms is conditioned by institutional and policy constraints. Other factors include the accessibility of resources, support from institutions and the facts on students’ behavior, curricula, and classroom management. Figure 1 Paradigm of the Study The framework also emphasizes on the issue of practicum reflection wherein teachers are able to selfevaluate their teaching practices for achievement of professional development upon weighing methods for effectiveness in a given classroom. The ideal outcome is for BASC’s teacher education program to produce educators who are ready to face and deal with the various and challenging aspects of teaching. This approach, therefore, seeks to bridge the gap between theory and practice, so that preservice teachers develop not only content knowledge, but also the skills that will enable them to apply this knowledge in practice. The actualities of teaching practices in teacher education programs have to embrace these factors. For instance, the workshops forum and other rewarding teacher processes like mentoring, can assist instructors to enhance their World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2773 practices and improve the academic delivery services to fit the pluralism of the learners as elated by the Shanlax International Journal of Education in 2019. Further, the use of technology and other forms of approaches to teaching and learning especially after the COVID-19 pandemic has enhanced instructional practices and offers new ways of learning (Zheng et al., 2023). The framework demonstrates how the BASC Teacher Education Program connects to teaching practices of graduates as well as their professional development paths. The program utilizes theoretical education together with practical handson experience, guidance from mentors and reflection activities to prepare trainee teachers for their lesson planning and classroom control and instructional methods as well as student involvement. The success of this preparation program shows through BASC graduates' teaching practices because these practices demonstrate their ability to use acquired skills in actual teaching environments. This framework adopts theories of constructivist learning together with sociocultural learning and self-efficacy and reflective practice to stress how mentorship and experiential learning and self-assessment develop teaching abilities. BASC graduates can pursue either of these two professional paths after graduation. Teaching becomes a reality for graduates especially when they receive ready access to strong preparation and mentorship as well as high self-efficacy levels which help them tackle classroom challenges successfully. Teachers choose different professions after education since they struggle with classroom adjustment or have difficulty believing in their teaching skills or believe other careers pay better. This study assesses the influence of the BASC Teacher Education Program on graduate career choices before identifying ways to enhance the program. The collected information supports enhancements to the curriculum and broader internship programs and career preparation programs and mentoring systems to produce BASC graduates who are skilled in education and non-education professional roles. 3.1. Statement of the Problem This study determined the association of Teaching Practices to the Teacher Education Program of Bulacan Agricultural State College. • How may the Teaching Practices be described as to o content knowledge and pedagogy; o learning environment; o diversity of learners; o curriculum and planning; o assessment and reporting; o community linkages and professional engagement; and o personal growth and professional development? • How may the teacher education program in BASC can described as to: o preparedness and readiness; o practical experience; o support and mentorship; and o assessment and reflection? • Is there a significant association between the teaching practices and teacher education program of BASC? • How does BASC’s Teacher Education Program trains its students to pursue for a successful teaching career? • How does the BASC Teacher Education Program prepares its student to meet the demand of other profession? • What program of activities could be developed and implemented from the results of the study? • How can the findings of the study serve as a basis for curriculum improvement in teacher education programs? 3.1.1. Hypothesis This study was guided by the following hypothesis There is no significant association between teaching practices and the teacher education program of BASC. 4. Research methodologies 4.1. Research Design This study used the explanatory-sequential mixed-methods research design to examine the connection between Teaching Practices and the Teacher Education Program of BASC. The explanatory sequential mixed-methods design is one of the most recognized and involves the collection and analysis of quantitative data first, then the collection of World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2774 qualitative data to expound on the quantitative results. This method is very useful in research works that aim at analyzing not only the trends but also the causes or conditions that lead to such trends. Creswell and Plano Clark (2018) have pointed out that this design enables the researchers to combine the numerical data with the rich qualitative findings to get a broader perspective of the research questions. For instance, interview or focus group data can provide understanding of the causes of the patterns identified in quantitative data, which enriches the analysis, increases the validity of the study. 4.2. Sampling and Respondents To determine the respondents and sample size of this study, the researcher used the target population identification and random sampling using Slovin’s formula. The respondents are the Teacher Education Graduates who are the Bachelor of Elementary Education, Bachelor of Secondary Education Major in Science, and Bachelor of Secondary Education Major in English from 2022 to 2024. Slovin's formula was used in this study to determine the appropriate sample size from the population of interest while considering the margin of error. Table 1 Respondents of the Study Respondents Population (N) Sample (n) BEED – Batch 2024 70 59 BSED Batch 2024 143 105 BEED – Batch 2023 83 68 BSED Batch 2023 162 115 BEED – Batch 2022 89 72 BSED Batch 2022 114 88 TOTAL 572 507 For the qualitative data, one Teacher Education Program graduate from each batch who pursued teaching were chosen, also one Teacher Education Program graduate who did not pursue teaching. 4.3. Instruments The researcher utilized an adapted and modified survey questionnaire, and semi structured interviews to determine the relationship between the Teaching Practices and the Teacher Education Program of BASC. The questionnaire has been incorporated with a 5-point Likert rating scale regarding the statements about Teaching Practices and Teacher Education Program in BASC. The questionnaire is composed of three (3) parts. First part is the employment status of the respondents, second is the teaching practices which is adapted from the study of Espiritu, (2021) titled “Awareness and competency of pre-service teachers on the Philippine Professional Standards for Teachers (PPST): A basis for training program.” For the third part of the questionnaire is a combination from the study of Darling-Hammond (2006) which is “Constructing 21st-century teacher education. Journal of Teacher Education,” and Galamay-Cachola et al. (2018) titled “Mentoring experiences, issues, and concerns in the student-teaching program: Towards a proposed mentoring program in teacher education” which are adapted and modified to suit the needs of this study. In order to gain a deeper understanding of the relationship between the Teaching Practices and Teacher Education Program in BASC, the researcher conducted a semi-structured face-to-face and online interview with the selected respondents. The time and location of the interviews were mutually agreeable, convenient, and pleasant. Establishing trust with participants requires first in-person interactions. Interviews are one of the most important methods in the study as they allow getting qualitative data through direct communication with the respondents. It enables the researchers to look at body language, explain the questions that the participants may have found ambiguous and ask them follow up questions. It is especially useful when studying issues that need more specific information and people’s experience. In addition, face-to-face interview still has higher response rate and more accurate data compared with World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2775 other methods such as Internet based questionnaires. However, it is important to have experienced interviewers to reduce bias and variability. This part may be time-consuming but a very effective method of obtaining accurate information (Rahman, 2020; Oltmann, 2019; University of British Columbia, 2023) 4.4. Data Gathering Techniques Before proceeding with the collection of data, the researcher sought permission to the College President of Bulacan Agricultural State College to conduct the study of their Teacher Education graduates. Upon the receipt of the letter of approval, the researcher coordinated with the dean of the College of Education and with the Office of the College Registrar to trace the respondents. An informed consent form was obtained first from the respondents. This contains the number of participants, procedures, safeguards and confidentiality, voluntary participation, benefits, contact information, and the participant’s consent to be part of the study. The survey questionnaire was administered through Google Forms and distribution of the questionnaire’s hard copy. The interview was conducted by the researcher to explain the content and for further questions to support the study. This study used an adapted and modified survey questionnaire to described quantitatively the Teaching Practices and the Teacher Education Program in BASC. Also, a semi-structured interview is conducted to obtain qualitative data for an in-depth understanding of the quantitative findings. Only the researcher has access to the safe location where the respondent data are kept. For statistical analysis, the gathered data are arranged and tabulated. Additionally, answers are kept completely private, utilized exclusively for the study, and according to current rules and regulations, including the Data Privacy Act of 2012 or Republic Act 10173. Furthermore, to emphasize the implementation of Institute of Education Memorandum No. 9, s. 2022, the researcher destroyed the collected paper records containing the data by shredding the papers, leaving no potential record prints that could be used for any unlawful or unethical undertakings beyond the scope of this present study. Also, for data collected through online questionnaires, saved audio recordings were permanently deleted from the google drive, and other storage devices of the researcher to ensure that there is no trace of the respondents’ data on this study. 4.5. Data Analysis The collected survey questionnaires are organized, tabulated, tallied, and analyzed using descriptive and inferential statistics. Descriptive Statistics such as mean and standard deviation was used to describe the Teaching Practices and Teacher Education Program of BASC. Meanwhile, inferential statistics test of independence was used to determine the significant association between Teaching Practices and Teacher Education Program of BASC. Chi-Square was used to determine significant association between Teaching Practices and Teacher Education Program of BASC. Narrative Analysis was performed on qualitative data obtained from semi-structured interviews focusing on interpreting the core narratives from a study group's personal stories. It allows for exploring how individuals construct their identities, make sense of their experiences, and communicate their realities giving a more in-depth understanding of the variables used in the study through storytelling. 4.6. Ethical Consideration The Graduate Studies Program at Bulacan Agricultural State College has recently implemented specific ethical guidelines for all theses and dissertations. This initiative aims to ensure compliance with ethical standards and to protect the welfare of research participants. Consequently, the researcher sought approval from both the Graduate Studies Department at BASC and the relevant municipality involved in the study. Prior to initiating the research, the researcher ensures that informed consent forms are obtained from participants. These forms provide clear and comprehensive information about the study's purpose, procedures, potential risks, and benefits, and was gathered voluntarily and without coercion. World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2776 Furthermore, strict precautions are taken throughout the study to protect the privacy and confidentiality of participants' personal information from unauthorized access or disclosure. This includes secure storage, transmission, and use of data. To ensure that individual participants cannot be identified, the data was anonymized. The researcher also aims to minimize any potential harm to participants, ensuring that the benefits of the study outweigh any associated risks. Additionally, the researcher conducted the study with honesty, integrity, and transparency regarding the research methods, findings, and any potential conflicts of interest. By adhering to these ethical guidelines, the integrity and credibility of the study were maintained, while respecting the rights and well-being of all participants involved. 5. Results and discussions This chapter deals with the presentation, analysis and interpretation of the data collected and the results of the statistical treatment employed in the study with the purpose of determining the relationship between the teaching practices and teacher education program of BASC. 5.1. Teaching Practices The teaching practices are described in terms of how teacher education graduates demonstrate the mastery and effective strategies (content knowledge and pedagogy), creation of supportive and engaging environment (learning environment), responding to the diverse needs of the learners (diversity of learners), lesson planning (curriculum and planning), assessment and reporting (assessment and reporting), building partnerships with the internal and external stakeholders (community linkages and professional engagement), and pursuing continuous professional development in their profession (personal growth and professional development). 5.2. Summary of Teacher Education Program of BASC The summary of the teacher education program of BASC is presented in Table 2 Table 2 Summary of Teacher Education Program of BASC Statements Mean VI preparedness and readiness 4.46 HP practical experience 4.50 HP support and mentorship 4.50 HP assessment and reflection 4.49 HP Overall 4.49 HP Legend: 4.21 – 5.00 Highly Practiced (HP); 3.41 – 4.20 Often Practiced (OP); 2.16 – 3.50 Sometimes Practiced (SP); 1.81 – 2.0 Rarely Practiced (RP); 1.00 – 1.80 Not Practiced (P) It is shown in Table number 14 the summary of teacher education program graduates of BASC attained an overall mean is 4.59, verbally interpreted as highly practiced (HP). It can be noticed that all four statements received a verbal interpretation of highly practiced (HP). Statement number 2 and 3 “practical experience” and “support and mentorship” received the highest mean of 4.50, while statement number 1 “preparedness and readiness” obtained the lowest mean of 4.46. The consistently high mean across all four domains suggests that the Teacher Education Program of BASC effectively equips its graduates with the necessary skills and competencies for the teaching profession. These findings are supported by Manasia et al. (2020), who emphasized that comprehensive teacher education programs must go beyond content delivery to foster reflective, adaptable, and context-sensitive educators. Their study highlighted that teaching readiness is multi-dimensional and requires the integration of theory, practice, and continuous self-assessment principles that are evidently prioritized in the BASC Teacher Education Program. Similarly, GalamayCachola et al. (2018) found that structured mentorship significantly enhances the professional development of preservice teachers. Their research underscores that teacher education programs with strong mentoring systems better equip future educators with the confidence, skills, and mindset needed for effective classroom practice. World Journal of Advanced Research and Reviews, 2025, 26(03), 2768-2786 2783 • BASC may implement hands‐on technology workshops and seminars that introduce adaptive learning apps, virtual reality experiences, and simple data tracking tools, and require candidates to design and test their own tech-based lessons. • BASC may implement focused modules on clear communication and positive behavior management, giving the teacher education students repeated practice in feedback techniques, conflict resolution, and setting up positive classroom routines. • BASC may implement peer‐observation cycles, encouraging practice teachers to share best practices, reflect on teaching, and support one another’s growth. • For Future researchers, further research including a comprehensive program assessment of the Practice Teaching advisers’ roles, strategies, and effectiveness to better understand how Teacher Education graduates of BASC are prepared for teaching and non-teaching careers. 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