Abstract

While various studies have focused on the challenges encountered by pre-service and in-service teachers in lesson planning, limited attention has been given to the integration of lesson planning into the Policies, Standards, and Guidelines (PSGs) of the different programs under the College of Teacher Education (CTE). Hence, this study endeavors to analyze how lesson planning is integrated within these PSGs issued by the Commission on Higher Education (CHED), particularly CMO Nos. 74–82, s. 2017. Using qualitative document analysis, the investigation revealed an imbalance, with a stronger focus on Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) than on practical lesson planning skills. This imbalance has implications for college instructors, PSG developers, and CTE administrators, underscoring the need to re-evaluate the PSGs to better integrate lesson planning competencies.

Full Article

DOI: 10.56901/edawa2025V5I2-11

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