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.
The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.
This study determined the self-professed proficiency of Philippine higher education (PHE) teachers of science, technology, engineering, agri/fisheries, and mathematics (STEAM) disciplines. Through the lens of technological pedagogical content knowledge (TPACK) framework and the standards of teaching the disciplines in STEAM in advance and higher learning as spelled out in the indicators of proficiency used in this research, the study informed the status of teacher quality in the different disciplines of STEAM. Sampled (Tier 1: stratified random sampling for 156 schools; Tier 2: complete enumeration) 1940 teachers (representing the different STEAM disciplines) took the online survey in January–December 2018. Selected teachers from the set provided interviews and classroom observations for data triangulation. Data analysis (i.e. programmed scoring framework, descriptive statistics, percentile rank, and t-test) determined that self-rated proficiency defined their competence. In terms of the aforementioned framework and standard, they perceived themselves as “Highly Proficient to Distinguished” teachers. The qualitative data worked with these findings, but some coupled with student achievement (through licensure performance) revealed that teachers may have over-rated themselves. Males and females do not register significant differences in their perception of proficiency. School type (private and government-owned) do not index significant differences as well, except in Community Linkages and TPACK as a whole. These findings may inform policy creation to build a stronger Philippine Workforce 4.0. In fact, the tool (proficiency instrument) may be envisioned to initiate a highly structured micro-credentialing system of STEAM education in the country.
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