Women of K-12: Exploring teachers’ cognition in language policy implementation

Alieto, Ericson; Devanadera, Aprillette C.; Buslon, Junette B.

doi:10.2139/ssrn.3588029

Cited by 7 publications

(3 citation statements)

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“…In general, the study sampled a total of 300 teachers equally divided across three subject areas (social studies, mathematics, and science). In terms of gender, females (66 %) composed the largest sample in the present study, which is confined to the trend regarding female domination in teacher education courses, as identified in various studies [ [101] , [102] , [103] , [104] ], and [ 105 ]. Most (86.7 %) of the respondents were working in public schools, and more than half (51.3 %) of the teachers involved in the study were married.…”

Section: Methodsmentioning

confidence: 88%

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

Alieto,

Abequibel-Encarnacion,

Estigoy

et al. 2024

Heliyon

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Section: Methodsmentioning

confidence: 88%

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

Alieto,

Abequibel-Encarnacion,

Estigoy

et al. 2024

Heliyon

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“…Female language teachers constitute the larger population as compared to their male counterpart (MacNell et al, 2015;Alieto et al, 2020). It is obvious that they play an essential role in the success of the implementation of the latest languagein-education policy as well as teacher learning (Ko, 2013).…”

Section: Discussionmentioning

confidence: 99%

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Chen

Zheng²

2023

Front. Psychol.

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“…These are Tagalog, Cebuano, Maguindanaoan, Iloko, Bikol, Meranao, Kapampangan, Bahasa Sug(Tausug), Pangasinense, Hiligaynon, Waray, including Chavacano. The language policy aims to develop a child's proficiency in English and Filipino by addressing the child's Mother Tongue (MT) which he needs to learn and identify (Alieto, Devanadera, &Buslon, 2019). Thus, utilizing the child's MT as MoI is adhered to the MTB-MLE.…”

Section: Mother Tongue Educationmentioning

confidence: 99%

Modular Learning: Struggles and Coping Mechanisms of Mothers Not Speaking Mother Tongue

Dealagdon¹

2021

jlds

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Modular learning is the current learning modality of primary education in the Philippines where traditional teacher-student practice has now been shifted to mother-child since mothers are the immediate assistants of their child in modular learning. Therefore, they play essential parts in their children’s education. More so, this learning modality is applicable in all given subjects, including the Mother Tongue (MT). Whereas MT modules will be solely assisted by mothers regardless of the mothers’ MT. The objective of this study is to determine the struggles and coping mechanisms of mothers not speaking the MT in assisting their child in the MT subject. Moreover, this study utilized a qualitative-descriptive design which included semi-structured interview. More so, purposive sampling was utilized to determine the respondents of this study. The total number of respondents is 10 and are all mothers. The respondents’ age ranged between 24-35 years old. It was discovered from the interviews that difficulty in understanding Chavacanowords on the module, difficulty in comprehending instructions on the module, lack of educational pictures, difficulty in translating to the child’s Mother Tongue, difficulty in facilitating learning, difficulty managing child’s behavior and struggle in implementing time management became their primary struggles in assisting their child in the MT subject. It is also important to note that mothers were still able to assist their child despite of these challenges through seeking assistance from native Chavacanospeakers, from someone who has more knowledge in Chavacano, from the teacher, using the translation provided as reference, searching on the internet, repetitive teaching, practice through conversation, involvement during discussions, translating Chavacano to their mother tongue, materials from the teacher, recording of classes, use of infographics, providing positive reinforcement and letting family members to assist.

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Women of K-12: Exploring teachers’ cognition in language policy implementation

Cited by 7 publications

References 0 publications

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Modular Learning: Struggles and Coping Mechanisms of Mothers Not Speaking Mother Tongue

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