Assessment of Continuous Professional Development, Classroom Pedagogical Practices, Episodes in Teaching and Classroom Engagement of the Junior High School Mathematics Teachers among the Countryside Public Schools in the Philippines

  • Renato Siso Cagomoc
  • Erwin Lesbos Purcia
Keywords: Assessment, Continuous Professional Development, Classroom Pedagogical Practices, Episodes in Teaching and Classroom Engagement

Abstract

This descriptive-assessment research evaluated the continuous professional development, classroom pedagogical practices, episodes in teaching and classroom engagement of the junior high school Mathematics teachers among the countryside public schools in the Philippines specifically in the Island of Samar – the Philippines's third largest island. Results revealed that majority of the Mathematics teachers undertook several continuous professional development practices and mostly engaged in in-service trainings that are regularly held in their respective schools. Further, school heads and teachers shared similar perspectives on the importance of various classroom pedagogical practices that were used in the successful conduct of various teaching and learning activities. This could be attributed to incorporating various activities in many episodes of teaching and how they engaged students in many kinds of classroom activities. Finally, the personal variables of the respondents affected in some way or another the various classroom pedagogical practices, continuous professional development programs and even their performance in episodes of teaching and classroom engagement.
Published
2022-06-16
Section
Articles