Forneas, Ma. Theresa Valera

College/Position: CTE
Designation: Associate Professor
Area: Education

Research Engagement:

Publication
  • ► Performance of the Pre-Service Teachers (2022)

    Abstract: Teacher education has remained a subject of intense discussion for decades. It is indispensable to look into the intricacies of becoming a professional teacher. Continual evaluation of teacher education programs is a must. The study determined the profiles of respondents of the College of Teacher Education pre-service teachers, the pre-service teachers' performance, content knowledge and pedagogy, the learning environment, the diversity of learners, curriculum and planning, and assessment and reporting. This study used a descriptive research design. The findings revealed most of the respondents are BSEd students specializing in Physical Education, Science, English, Filipino, Mathematics, and Social Science. An excellent performance of the Pre-service teachers was observed. There is a significant relationship between the performance of the pre-service teachers along the Philippine Professional Standards for Beginning Teachers in the curriculum and planning and the profile of Preservice teachers in three programs. A significant difference among the programs of the College of Teacher Education was also noted in the findings.

    Keywords: pre-service teachers, performance, curriculum, planning

    SDG: SDG 3

    Publication Link
  • ► Gender Stereotypes of the Classroom: The Teacher's Contradicting Perceptions of Gender-Neutrality and Practices on Gender-Inclusiveness (2022)

    Abstract: The significant role of teachers in eliminating gender stereotype cannot be overlooked. Therefore, it is deemed important to extend the current and limited body of knowledge concerning teachers‟ perceptions and practices relevant to gender stereotypes. Guided by Theory of Planned Behavior, this study aimed to investigate the perceptions and practices of public, private and HEIs teachers regarding gender stereotypes in the classroom through the explanatory sequential mixed-methods design. Data revealed that the teacher respondents are undecided whether gender stereotypes in the classroom are evident or not. Their practices do not support gender stereotyping. The perception variables do not have a significant bearing on the practices of Public, Private, and HEIs Teachers Regarding Gender Stereotypes in the Classroom. Furthermore, teachers‟ perceived gender roles in the classroom resulted in three significant themes, particularly the inclusive materials; gender-inclusive language; gender-based pedagogy.

    Keywords: gender-based pedagogy, gender roles, teachers’ perception

    SDG: SDG 5

    Publication Link
  • ► Technology Acceptance Model for Pre-service Teachers (2021)

    Abstract: The study determined the profile of College of Teacher Education Faculty and Pre-service Teachers; Adequacy and extent of ICT – Based Instruction along hardware, software and peopleware; degree of Perceived Usefulness, Perceived Ease of Use, and attitudes towards the use of ICT in teaching; level of assessment of the respondents in terms of technological practices; degree of difficulties on frequency of use by pre-service teachers in the school; developed ICT-based instructional materials used by the pre-service teachers in practice teaching; and propose a Technology Acceptance Model for Pre-Service Teachers. This study used descriptive research design. The findings revealed that majority of the respondents were female, have graduate or postgraduate degrees or have earned units towards a higher-level academic degree, and were in the Instructor level. The Level of adequacy and extent of utilization for ICT-based instruction was found to be Moderate Adequacy / Moderately Extent. Perceived Usefulness is Strongly Agree as supported by the rating very useful in using ICT-based instruction. Assessment in terms of Technological Practices is excellent in surfing the internet for educational research. For the Degree of difficulties concerning frequency of use, they used ICT-based in teaching activities four times a week. For Utilization and availability of the developed ICT-based instructional materials, PowerPoint presentation with audio and animation and using traditional-based instructional material ranked first in the availability of the developed ICT-based instruction. From these results, a Technology Acceptance Model is proposed to address the 21st-century education and Sustainable Development Goal of 2030.

    Keywords: Technology Acceptance Model, ICT, Pre-Service Teachers

    SDG: SDG 4, SDG 9, SDG 10

    Publication Link
    • On-going
    • Tracer Study of the Graduates of the Undergraduate Programs in the College of Teacher Education, University of Northern Philippines (2025), SDG 4, 8 – (E-25-11)
    Awards
    • INTERNATIONAL
      • Best Presenter – 2nd International research and Innovation Conference for Education, Engineering, and Agriculture, December 2024, IRICEEA, San Fernando City, La union
    • LOCAL
      • 2025 Gawad Saliksik, October 16, 2025, UNP, Vigan City
    Presentation
    • 21st Century Learning Skills and Practices: A Comparative Study (2024), SDG 4, 8, 9, 10
    • Tracer Study of the Graduates of the Undergraduate Programs in the College of Teacher Education, University of Northern Philippines (2024), SDG 4, 8, 10, 17
    Citations
    IP Registration
    • Ways to Avoid Stereotyping in the Classroom (2023), SDG 4, 5, 10, 16 – (Cert No. 2023-01631-A dated May 5, 2023)
    Others (Peer Review, Research Consultancy)

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