Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education

Autor/inn/en	Morales, Marie Paz E.; Mercado, Felixberto M.; Palisoc, Caesar P.; Palomar, Brando C.; Avilla, Ruel A.; Sarmiento, Celina P.; Butron, Benilda R.; Ayuste, Thaddeus Owen D.
Titel	Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education
Quelle	In: International Journal of Research in Education and Science, 7 (2021) 1, S.188-206 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Morales, Marie Paz E.) ORCID (Mercado, Felixberto M.) ORCID (Palisoc, Caesar P.) ORCID (Palomar, Brando C.) ORCID (Avilla, Ruel A.) ORCID (Sarmiento, Celina P.) ORCID (Butron, Benilda R.) ORCID (Ayuste, Thaddeus Owen D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Professional Development; Teacher Effectiveness; Art Education; STEM Education; Higher Education; Action Research; Participatory Research; Teacher Empowerment; Teacher Collaboration; Material Development; Peer Evaluation; Communities of Practice; Models; Curriculum Development; Learner Engagement; Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Forschungstätigkeit; Lehrerkooperation; Lehrmaterialentwicklung; Community; Analogiemodell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pädagogische Kompetenz; Technisches Wissen; Ausland; Philippinen
Abstract	The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized equitable participation dislodging imbalance of power, while process highlighted PAR cycle: planning, acting, reflecting and discussing. Finally, the product: co-learners, and emancipated participants who co-developed lesson exemplars in STEAM. Results further reveal that the participants successfully crafted Lesson Exemplars in their chosen STEAM topic exemplifying the principles of TPCK (technological, pedagogical, content knowledge). Pilot tests (using Action Research) show how the STEAM teachers highly engaged the learners. As TPDP, PAR may achieve teacher quality and quality STEAM education in the country and may adapt micro-credentialing to fully structuralize capability building programs. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01