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𝗖𝗢𝗟𝗟𝗘𝗚𝗘 𝗡𝗘𝗪𝗦 | LPC leads innovation in Teacher Education through Double Practicum with Micro-credentialing and Ladderized Pre-career Pathway
Date Posted: Mar. 27, 2026
Limay Polytechnic College, through the Department of Teacher Education, is currently exploring a micro-credential and ladderized pre-career pathway system in its teacher education program, which sounds novel and one-of-a-kind.
Considering that micro-credentialing and ladderization have become a trend in the education system, they serve as a vehicle toward multiple career pathways and employment opportunities, which are the end goals of every institution.
The said parameters and gatepass may address the training and experience requirements while scrutinizing and selecting the best teacher newbies to enter the teaching profession in basic education.
In the same way, it would resolve longstanding problems with teacher attention equity for all learners in a crowded classroom, where even basic skills and emergent literacies, such as reading and writing, are compromised. This is through a ladderized assistantship or teacher aid position.
This process would be the best attestation of the preservice-to-in-service teacher transition through efficient mentoring, onboarding capacitation, and full experiential immersion.
This is also where perfect harmony exists between the teacher education institution as the teacher producer and the basic education schools as the teacher receiving industry that bridges out competency structures.
Notably, LPC has been implementing a double practicum program, usually taken for the whole year of their last year, in which they may be placed in two different school settings or year levels to gain broader experience, training, and opportunities.
The study is being conducted in three phases: (Phase 1) assessment of the double practicum program; (Phase 2) curriculum design and mapping of competencies for ladderization and microcredentialing; and (Phase 3) expert validation process.
To date, LPC has completed the first phase and has generated results. It is now pursuing curriculum design and competency mapping following a consultation forum with DepEd classroom teachers and, soon, with experts from Teacher Education Institutions and the Department of Education, to fulfill the three-thronged process before it can be disseminated, published, and presented to the agencies.
The project is being undertaken by Ms. April Cruz (head of teacher education), Dr. Elmer de Leon (college president and teacher educator), and Ms. Jana Marie Mangune (Practice Teaching coordinator), respectively.
This particular endeavor attests to LPC's advocacy for sustaining the quality of teacher education in the country through various programs, projects, and research-based framework models being explored, validated, and pilot-tested in coordination with related agencies and organizations. #
#SDG4QualityEducation
