Bridging Competency Gaps between the Matatag Curriculum and Pre-Service Teacher Education Programs

Abstract

This study sought to determine the level of alignment between the MATATAG Curriculum and Pre-service teachers from the Bachelor of Technical-Vocational Teacher Education (BTVTEd) program at Cebu Technological University-Main Campus, as basis for a curriculum enhancement plan. The study used a quantitative descriptive method, which involved the use of a survey questionnaire distributed to fifty pre-service teachers. The data were analyzed using descriptive statistics, such as mean and standard deviation, and inferential statistics to identify differences in the perceptions based on selected profile variables. The results revealed that the MATATAG Curriculum is perceived as highly effective in highlighting the key competencies, including the technical skills, occupational safety, entrepreneurship, sustainability, and experiential learning. Likewise, the BTVTEd program was perceived as effective in developing technical skills and pedagogical skills for pre-service teacher. It also revealed a strong alignment between the curriculum requirements and the competencies developed in the BTVTEd program. Respondents indicate a high need for continuous improvement in curriculum design, faculty professional development, institutional collaboration, and the provision of instructional resources. Moreover, no significant differences in perceptions were found when grouped according to age, gender, or program enrolled. This research concludes that the MATATAG supports the development of learner’s competencies and the BTVTEd program sufficiently equips pre- service teachers for curriculum-aligned instruction. It is recommended for institutions to continue and maintain a regular review of their curriculum, enhance mentoring and practical training for pre-service teachers, and enhance communication and collaboration among stakeholders to ensure program effectiveness and relevance.