Structure, Activities and Teacher Development in the Philippine Science Teachers’ Community of Practice

Rhea F. Confesor, Rosario M. Belmi

Abstract


Effective Science instruction necessitates sustained professional learning, such as through Community of Practice (CoP). Reports about COP in the Philippines indicate varying processes. These are limited to school-based or regional implementation indicating a lack of common CoP understanding. This paper thus intends to describe the structures, activities, and teacher development of CoPs of secondary Science teachers. The study utilized a descriptive embedded multiple-case study design on four exemplary schools nominated by the DepEd Regional offices from the National Capital Region (NCR), Luzon, Visayas, and Mindanao using qualitative data sources. Cross-Case analyses of the interview and focus group discussions revealed that successful implementation of Science CoP requires vital elements of community structure that include visible and active leadership, committed membership, and opportunities for interaction through various forms of collaborative activities. Science teachers’ involvement in the CoP leads them to collaborate effectively and professionally, become optimistic and adaptable person, and innovative and goal-oriented facilitators of Science learning. In addition, members of the CoP have effectively fostered camaraderie and built effective working relationships making them more confident, flexible, and motivated individuals, thus aiding their social and personal development.

https://doi.org/10.26803/ijlter.21.6.5


Keywords


Community of Practice; Professional Learning Communities; Teacher Collaboration

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References


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