Context-based learning action cell implementation model for junior high school science teachers

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ID: 287526
2023
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Abstract
This multiple case study investigated how science teachers in three national high schools in Northern Mindanao implemented learning action cells (LACs) before and during the COVID-19 pandemic. The study revealed that although elements of LACs are incorporated into teachers' meetings, LACs are not consistently implemented in the schools as envisioned by the Department of Education. Findings showed that teachers judge teacher professional development's (TPD) success based on its impact on students' performance. Furthermore, teachers adopt TPD input into their practice only if they deem these suitable to their context. School leadership, governing policies, and availability of resources were identified as essential factors necessary for the successful and sustainable implementation of LACs. A Context-Based LAC Implementation (CBLI) model was designed based on information collected from the case studies. The model follows a cycle and recommends using classroom lessons as the backdrop of LAC topics. Two cycle components focus on the teachers' content knowledge (CK) and pedagogical knowledge (PK). The remaining components incorporate lesson study for teachers to apply the content and pedagogical knowledge learned from the LAC sessions in their classrooms. The model can be implemented on regular and during emergency-situated classes. The model incorporated feedback from panels of stakeholders (science teachers, school leaders, and education experts). Further studies testing the effectiveness of the model are recommended.
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persistent_1760661858_68f19162e0a3f Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Mulig-Cruz, Charity I.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/41
Keywords Keywords not found

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