From Theory to Practice: Perceived Alignment of Academic Preparation and Teaching Experience Among Pre-Service Teachers

This study investigated the perceived alignment between academic preparation and teaching practice among fourth-year pre-service Social Studies teachers from a private higher education institution in Sariaya, Quezon. Using a quantitative descriptive-survey design, data were collected from 25 participants to assess competencies in lesson planning, instructional materials preparation, classroom management, technology integration, and the use of the medium of instruction. Results indicated strong alignment in lesson planning, instructional materials preparation, classroom management, and technology utilization, suggesting effective academic preparation in these areas. However, a notable gap was found in the medium of instruction, particularly in handling multilingual or multi-dialect classrooms and adapting language for subject-specific contexts. These findings highlight the need for enhanced practical training in linguistic diversity. To address this, an educational video was developed showcasing best practices and strategies for teaching in varied classroom settings.