angie pre-service student teaching portfolio
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Angieline TatelTRANSCRIPT
Pre- Service Student Teaching Portfolio 2015
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Pre-Service Student Teaching
Portfolio
S. Y. 2014-2015
Submitted by: Angeline T. Tatel BBTEIT 4-1
Pre- Service Student Teaching Portfolio 2015
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Student Teaching
Portfolio
In partial fulfillment of requirements in Bachelor in Business Teacher Education
Assigned at
Holy Spirit National High School Sto. Ireneo St., Doña Juana Extension, Barangay Holy Spirit
Quezon City
Submitted to:
Prof. Marilyn Isip &
Prof. Sheryl Morales Student Teaching Coordinators
Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES QUEZON CITY BRANCH
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March 2015
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ACKNOWLEDGMENT
This teaching portfolio was based from the author’s closed contact with the
students, teachers, principal and the school personnel during her practice teaching at
Holy Spirit National High School.
Time is so fast… the day came in an instant that the author hasn’t notices it’s
over. For it was just like yesterday when her thinking how would it be to become a
teacher. The feeling of becoming a teacher even for a short time cannot be paid. The
short journey to a new world! And yes… she made it! For this journey, opened her eyes
to the real world.
She wishes to extend her deepest and warmest praise and glory first and and
foremost to our Almighty God for providing strength, protection and courage that wipes
all the difficulties and trials. And Her eternal love which is the greatest gift to her life
during the highlights of her internship. The author went through chunk of struggles and
hardship but she never gave up because as she read in the bible, “With God, all things
are possible” (Matthew).
To her family, guardians and relatives for the love and inspirations, spiritual and
financial assistance to attain the success of his studies and practice teaching.
Sincere gratitude to Ms. Elena D. Zamora, T.L.E. Department Head for her
pieces of supervision, constructive criticism and assistance all throughout the internship
period.
To Ms. Amie Q. Cuasto, for giving her professional advice and support to the
author.
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A heartfelt gratitude to Mr. Maximo P. Placio, Principal of Holy Spirit National
High School for the hospitality and support as well as the faculty and staff who rendered
their best help during her internship.
Special thanks to her cooperating teacher, Ms. Sonia O. Camposano for her
warm acceptance, proper assistance and sharing her expertise in the academe.
To the Grade 9 Del Pilar students who participated well during her
demonstration.
To our dear Professor Sheryl Morales and Professor Marilyn Isip for sharing
their knowledge and guiding their students.
To all the fellow Pre-service Teachers especially to her co-interns, for the good
and bad experiences, laughter, challenges and success for her wonderful off-campus
experiences shared them.
Thank you and May the Almighty God be with us always.
ANGELINE T. TATEL
The Author
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Table of Contents
I. Statement of Purpose of the Portfolio ………………………………………….. 8
II. Prayer of Pre-service teachers ………………………………………………….. 9
Teacher's creed
Personal Education Philosophy
III. Resume ………………………………………………………………………………. 12
Community Involvement evidences
IV. Personal Insights on the pre-service training experience ………………… 16
V. Brief Description of the Site of practice teaching …………………………… 18
Mission, Vision, Goal, Values
Organizational chart
VI. Sample lesson plan/learning guide/plan book/activity log ………………. 25
a. detailed lesson plan
b. semi-detailed lesson plan
c. brief/outline lesson plan
VII. Lesson plan used during final ………………………………………………… 38
a. pictures of teaching materials used
b. pictures during the final demo
c. sample of students' output
Additional entries ……………………………………………………………………. 53
-DTRs
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-school site
-pictures, pictures, picture
This practice teaching portfolio was prepared and developed to provide and
share experiences for those who will undergo the same undertakings. Some classroom
difficulties and problems that she had encountered are mentioned, and the lesson that
she had learned. The greatest value of this practice teaching portfolio is that it serves as
the mirror of the practice teacher for their progress and achievement in their practice
teaching. And also this practice teaching portfolio was prepared to expose the pre-
service teacher experiences so that they can use it in relating their theories learned
inside the classroom to become globally competitive.
Another purpose of this practice teaching portfolio is that it assess the pre-service
teacher’s learning for the preparation in future life in facing the real world of teaching.
The pre-service teacher must do always their best in imparting knowledge to the
students. Just love your students so in return your students will be embracing you too,
with the great things you’ve done to them not only in cognitive side but in affective and
psychomotor development.
I.
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Help me to be a fine teacher, to keep peace in the classroom, peace between
my students and myself, to be kind and gentle to each and every one of my students.
Help me to be merciful to my students, to balance mercy and discipline in the right
measure for each student, to give genuine praise a s much as possible, to give
constructive criticism. Help me remain conscientious enough to keep my lessons I am a
teacher. always interesting, to recognize what motivates each of my students, to accept
my students limitations and not hold it against them. I accept the challenge to be
sagacious Help me not to judge my students too harshly, to be fair to all, to be a good
role model, but most of all Lord, help me to show and tenacious in teaching every
student your love to all of my students.
Amen.
II.
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I will expect more from myself and from my students this year.
I will accept no previous estimate of any student’s ability or character. Only the
work done for me determines how I will proceed with each individual.
I will identify earlier the students who most need warm reassurance and the ones
who most need prodding. Among my quiet students, I will distinguish earlier
between the shy and the lost.
I will stifle more successfully the urge to deliver up right answers.
I will guide this initiation more efficiently and respectfully than ever.
My classes will expose more fully the great benefits of mistakes that alone can
reveal what the student needs to learn next. In my classroom, no student will be
afraid to err, but each will come to understand the waste of not learning from
errors.
I will go out of my way to find out what other teachers, in all the disciplines, are
doing and link my work to theirs
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Educational Philosophy Education is a process that involves many elements
working together for a common goal. I believe that… Every child can learn and has the
potential to succeed.
Every student is an individual and has their own learning style. Every student
should be assessed in the way that allows them to best express their abilities. Learning
should be student centred. Learning should be authentic and interdisciplinary. Learning
should be interactive, engaging and creative.
The classroom climate is set by the teacher’s attitude. The classroom creates a
family of learners, working together. The classroom should be a safe, inviting and
stimulating environment. Teachers are only part of a team. Teachers should have high
expectations. Teachers should be role-models for their students; both in the classroom
and in the community.
Teachers must go above and beyond their teaching duties. Teachers should be
involved with extra-curricular activities. Teachers must be adaptable, constantly
evaluating their teaching practices and seeking to improve their methods. Teachers
work with students, parents, colleagues, administrators and community members.
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Name: Angeline T. Tatel
Address: 20A Sto. Domingo St., Brgy. Holy Spirit, Q.C
Contact no: 09092940022
PERSONAL BACKGROUND Gender: Female Civil Status: Single Birthday: July 28, 1994 Age: 20 y/o Height: 5’3” Weight: 49 kg Citizenship: Filipino EDUCATIONAL ATTAINMENT
Tertiary: Polytechnic University of the Philippines, Quezon City Branch (2011-present)
Don Fabian St., Brgy. Commonwealth, Quezon City
Secondary: The Sisters of Mary School (2007-2011)
Bo. Biga II Silang, Cavite
Primary: San Roque Elementary School (2001-2007)
San Roque, Bato, Catanduanes
SKILLS
Computer Literate ( Microsoft Word, Excel and Powerpoint)
Good in Communication Skills
III.
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Willing to take new challenges
SEMINAR AND WORKSHPS ATTENDED
Software Freedom Day:“Today’s Technology, tomorrow’s trash”
“A Human Health Dilemma”
PUPQC Branch: September 29, 2014
Demographic Profile of High School Students;
A Contributory Factor on Today’s Students-Learning Capability
PUPQC Branch: March 25, 2013Software
Freedom Day 2013 and the Environment
PUPQC Branch: September 23, 2013
Research Capability Training
PUPQC Branch: February13, 2012
PR; A Quantum Leap in Public Relation
PUPQC Branch: September 17, 2011
“Career Success Begins Now”
PUPQC Branch: August 31, 2011
CHARACTER REFERENCES
Ms. Maricris Morales
Supervisor
Bato Rural Development High School
09193834915
“I hereby certify that the above information are all true and correct”
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A lot of things happen during those times of my journey in practice teaching.
Mixed emotions I felt nervous at the same time so happy that at last I’m about to enter
the next level of my teaching.
My field of Specialization is Consumer Electronics Servicing so I was assigned to
T.L.E. (Technology and Livelihood Education) under Ms. Elena D. Zamora the T.L.E.
Head Department. We are four practice teachers and I was assigned to Ms. Sonia O.
Camposano. She is the teacher in Consumer Electronics Servicing at the same time my
cooperating teacher.
First week of my practice teaching, my cooperating teacher, Mam Sonia
Camposano let me see and feel first the environment inside her classroom and
observed the diversity of students. And then she introduced me in the front of the class.
She also thought me how to impose class policies/rules and routines at the very
beginning of the class.
During the first week of my observation I noticed her approach was very reliable
to the students. She is strict teacher because she is handling six sections and all of
them are boys. She started the lesson with a review of the previous topic and checking
of assignments. Then followed by introduction of the new topic. She’s very particular
on how to motivate students and of course when it comes to the lesson proper.
The following days she let me handle her class and give me the module and
book that I will need in my lessons. She told me to make my own strategies on how to
get the interest of my students when it comes to what I’m going to teach.
At first, it’s hard for me because I still consider myself neophyte when it comes in
teaching. But anyway the good part is she appreciated me for being good in
communication skills.
On the other hand, the following weeks, when she’s not around, I take charged at
the six sections she assigned to me which is the Grade 9 Dagohoy, Solaiman, Del Pilar,
Jaena, Ricarte and Luna.
Iv.
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Another horrifying things happen to me, is there were times that I’m lost in the
middle of discussion maybe it’s because im still adjusting with the topic that requires me
to review before I discuss it.
Eventually I always practice speaking in front of the mirror in order to improve my
ability in discussing continuously. I feel so fulfilled whenever I saw my student with their
full participation and when they ask queries that means showing that they’re interested
to learn more. And knowing that they appreciated the way I thought them means I was
able to help them giving my best.
The topic that was assigned to me are at first the resistor color coding, followed
by Identifying types of transistor if it is PNP or NPN transistor, Troubleshooting of Flat
Iron and my last topic is all about Trouble shooting of Electric fan.
Since I was assigned to Consumer Electronics Servicing, I already expect that
there are lots of activities and outputs to be made by the students and I’m just
supervising them since they are already in the K12 curriculum which is output based.
Discipline is part of the classroom management, although there were
circumstance that were students not behaving well, I just manage myself to be more
patient and flexible. As much as possible I don’t shout at them when they becoming
unruly. I just call their attention in a nice manner. Tapping my shoes or tapping the
eraser on the board was enough. And then make a short sermon to wake up them.
When my final demonstration came, I’m very grateful to my students because
they have given me their full support. Actually there are lot of things happen before and
on my final demo. My cooperating teacher was very supportive and always cheers me
that I can do it! I choose the grade 9 Del Pilar and some of the other sections. My co-
practice teachers are very supportive too. So my I was worried if I can make it but after
the final demonstration I was enlighten and able to execute the lesson even I’m a little
bit nervous… And at last it all done despite of all difficulties.. It was a success!!!
When my last week came, that’s the time I felt so sad, in a way that I will not be
able to help them anymore in times of lesson that contains complicated problem. And I
will not be their student teacher anymore. But I just take it positively, that it is not the
end but it was just about the start of my career as a Teacher.
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HOLY SPIRIT NATIONAL HIGH SCHOOL Sto. Ireneo St., Doña Juana Extension, Barangay Holy Spirit Quezon City,
Holy Spirit Annex, the annex school of Commonwealth High School in Barangay
Commonwealth, Quezon City. In 2008, it was renamed as Holy Spirit National High
School after getting its independence.
Holy Spirit National High School was created because of the need to provide quality and
accessible education to students of Barangay Holy Spirit. To deal with the rise of
enrollees in Commonwealth High School, the local government came up with the
proposal of putting up an annex in the said barangay.
The annex school was built under the leadership of former Quezon City Mayor
Feliciano "Sonny" Belmonte, Jr., with the support of Mr. Cresencio M. Viernes, principal
of Commonwealth High School, Barangay Captain Felicito A. Valmocina and the
acceptance of the residents of Barangay Holy Spirit. with the approval and assistance of
Department of Public Works and Highways Secretary Simeon Datumanung, the Quezon
City government acquire 1,500 sq. m. of land property of DPWH. It is the present site of
Holy Spirit National High School.
The school was first operated on July 4, 2003 as Commonwealth High School-
Holy Spirit Annex and finally inaugurated on September 26, 2003. But because of the
efforts of Mrs. Zaida M. Padullo, former principal of the school, the Commonwealth High
School- Holy Spirit Annex became an independent school and renamed as Holy Spirit
National High School in July 2007. As of now, Holy Spirit National High School was
handled by Mr. Maximo P. Placio
v.
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Holy Spirit National High School is committed to provide quality education through
efficient delivery of accessible and relevant functions to learners moulding them to
become functional citizens of the community.
Holy Spirit National High School envisions to produce value-laden and globally
competitive graduates who will make meaningful contributions to society equipped with
knowledge and lifelong learning skills.
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1.) High quality learning opportunities that are responsive, flexible, and accessible
and affordable to all.
2.) Excellence in learner achievement, focusing on the whole child (spiritual,
academic, social, emotional, and physical).
3.) Highly responsive and responsible jurisdiction.
1.) Educational Equity
2.) Excellence in Teaching
3.) High Achievement for All
4.) Collaboration
5.) Respect for Human Differences
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This picture is from the school bulletin board. Bear with us, some pictures are missing,
we don’t know why
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TLE TEACHER, HEAD
Ma. Elena D. Zamora
MASTER TEACHERS
Neizel B. Alburo
Amie Q. Cuasto
TEACHERS
Rian T. Gloria
Sonia O. Camposano
Sharon P. Conte
Alvin C. Fuertes
Jose V.Jacinto
Severino T. Osayen
Glandina F. Bansil
Cesar F. Jimenez
Harris G. Caguioa
Margarita T. Junio
Lorlyn B. Padullo
Mayeth A. Lubindino
Noli T. Jepollo
Jasmin R. Borce
Frederick Liban
Shemail Rancap
Arlene Dela Rosa
Roberto Pahanunot
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Latest pictures of the TLE Department Blank chair is for the Principal
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HOLY SPIRIT NATIONAL HIGH SCHOOL
Sto. Ireneo St., Dona Juana Ext., Holy Spirit Q.C.
Technology and Livelihood Education
Area TLE (Consumer Electronics Servicing):
Date: January 20-29, 2015
Time allotted: 1hour
I. OBJECTIVES:
At the end of the lesson, students are expected to:
1. define what is loudspeaker;
2. practice on how to test loudspeaker using multitester; and
3. appreciate how does loudspeaker works.
II. SUBJECT MATTER:
A. Concept: Loudspeaker
Sub Concept: Testing of Loudspeaker
B. Instructional Materials
References
VI.
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o Simple Electronics by M.Q. Enriquez pp. 45-47
o www.electronic hub.org
Aids and Devices
o Power point Presentation
o Visual Aids
o Actual component of Loudspeaker
o Analog Multitester
III. PROCEDURE:
A. Preparation
1. Daily Routine
1.1 Prayer
1.2 Greetings
1.3 Checking of Attendance
2. Review of the Past Lesson
The teacher will let the student get ¼ sheet of pad paper and they will be
given five item test in order to recall the last topic.
3. Unlocking of Difficulties
Loudspeaker – A device that converts electrical energy into
acoustical energy in audio appliances.
Loudspeaker that produces low frequencies are called Woofers
and those which reproduce high frequency are called Tweeters.
4. Motivation
Realia Strategy (Showing real things or components)
Teacher will show an actual component of a speaker and play a
video with regards to testing of loudspeaker.
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B. Presentation
TESTING OF LOUDSPEAKER
Teacher’s Activity Student’s Activity
Okay class. Our Lesson for today is what
all about what? Refer on what have you
seen in the video presentation and this
component in my hands.
Very well said… so now class in testing
Loudspeaker using multitester you should
what can you read Byron.
Thank you very much for reading….
So now class in testing Loudspeaker using
multitester you must first Set the tester to
RX1 and don’t forget to calibrate the two
test probe.
And of course after that Connect the
Ma’am our it’s all about testing of
loudspeaker.
Byron: In testing Loudspeaker using
Multitester we need to :
- Set the tester RX1
- Connect the negative test probe to
terminal of the speaker and positive
probe to negative terminal of the
speaker.
- When you hear scratchy sounds
speaker is Good. If does not
speaker is Defective
Students: None mam we understand
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negative test probe to terminal of the
speaker and positive probe to negative
terminal of the speaker.
And lastly, when you hear scratchy sounds
speaker is Good. If does not speaker is
Defective.
Any questions class?
It’s nice to hear that you understand our
lesson for today.
everything.
C. GENERALIZATION
Loudspeakers are device that converts electrical energy into
acoustical energy in audio appliances.
D. VALUES INTEGRATION
Practice cooperation, obedience and discipline in the class discussion and
avoid unnecessary noise.
E. APPLICATION
Return Demonstration
Student will re-demonstrate the testing of loudspeaker and they will
determine if it is Good or Defective.
IV. EVALUATION
Teacher will ask questions with regards to testing of loudspeaker.
V. ASSIGNMENT
Prepare for the long test next meeting
Coverage: Diodes, Capacitors transistors and transformer
Reference: www.electronicshub.org
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Prepared by:
ANGELINE T. TATEL Practice Teacher Noted by:
MS. SONIA O. CAMPOSANO Cooperating teacher
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HOLY SPIRIT NATIONAL HIGH SCHOOL
Sto. Ireneo St., Dona Juana Ext., Holy Spirit Q.C.
Technology and Livelihood Education
Area TLE (Consumer Electronics Servicing)
Date: January 20-29, 2015
Time allotted: 1hour
I. OBJECTIVES:
At the end of the lesson, students are expected to:
1. identify the problem of flat iron;
2. demonstrate the steps in troubleshooting flat iron, and
3. appreciate the importance of troubleshooting flat iron.
II. SUBJECT MATTER:
C. Concept: Consumer Electronics Servicing
Sub Concept: Troubleshooting of Flat Iron
D. Instructional Materials
References
o Simple Electronics by M.Q. Enriquez pp. 51-57
o www.electronic hub.org
Aids and Devices
o Power point Presentation
o Visual Aids
o Flat Iron
o Analog Multitester
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III. PROCEDURE:
A. Preparation
1. Daily Routine
1.1 Prayer
1.2 Greetings
1.3 Checking of Attendance
2. Review of the Past Lesson
Team Work- divide the class into two and they will be given five
item questions, all they have to do is to answer it by True or False.
5. Unlocking of Difficulties
Troubleshooting- find or fix a certain appliances for you to be use
it again.
Thermal Fuse- an electrical device that interrupts current when
heated to a specific temperature.
Good- pointer will deflect.
Open- pointer will not deflect.
Shorted- pointer will deflect on zero (0).
6. Motivation
Jigsaw Puzzle
Students will be divided into two groups and form a small circle per
group. Each group will have pictures to for them to be form the image of
flat iron.
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B. Presentation
TROUBLESHOOTING OF FLAT IRON
1. Unplug the flat iron during troubleshooting.
2. Check first the physical features of flat iron.
Check the AC cord using analog multitester
- Pointer will deflect, cord is Good
- Pointer will not deflect, cord is defective…better
replace the plug.
If the flat iron still not heating… automatic the Thermal fuse
is the problem.
Thermal Fuse – is an electrical device that interrupts
current when heated to a specific temperature.
CONDITION OF THERMAL FUSE
GOOD- pointer deflects.
OPEN- pointer will not deflect.
SHORTED- pointer will deflect on zero (0).
C. GENERALIZATION
In troubleshooting flat iron we should always follow these steps.
1. Unplug the flat during troubleshooting
2. Check first the physical features of your flat iron
D. VALUES INTEGRATION
Practice obedience at all times, be hardworking , cooperative and always
observe silence.
E. APPLICATION
Return Demonstration
Students will be divided into three groups. All groups will provide
their flat iron and analog multitester.
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IV. EVALUATION
Students will be evaluated using this scoring rubrics.
SCORING RUBRICS
Proper Handling of Tools
15%
Accuracy in troubleshooting
flat iron
30%
Level of difficulty (Trouble)
20%
Speed 15%
Attitude towards the Activity
20%
TOTAL 100%
Pointing Scale:
POINTS EARNED NUMERICAL DESCRIPTION
12-15 91-100 Very Good
8-11 86 - 90 Good
4-7 81-85 Fair
1-3 15-80 Needs Improvement
V. ASSIGNMENT
Review on how to troubleshoot the flat iron and prepare for the practical
examination next meeting.
Reference: www.electronicshub.org
Prepared by:
ANGELINE T. TATEL Practice Teacher Noted by: MS. SONIA O. CAMPOSANO Cooperating teac
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VII.
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Sample of Student’s Output
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