Indigenizing and contextualizing the use of cooperative learning strategies

Exploring the indigenous Cebuano cultural practices contextualizeda culture-based Cooperative Learning (CL) strategy. The study explored the socio-cultural background of Cebuano cooperation as reflected in the communal practices of the tagay, alayon, yayong, tambayayong, and unong (TAYTU); the process of localized cooperative learning strategies contextualized in the TAYTU; designing lesson exemplars in the TAYTU way. This qualitative study used a directive content analysis design using relevant research findings and initial codes that serve as bases of future projections, as a form of trend studies in CL strategies. The exploratory design was used to provide visualization of TAYTU exemplars. FGDs were conducted among the 60 research participants: alayon farmers (20), tambayayong fishermen (20) and male-drinkers (20), using enumeration sampling and inclusion criteria to establish the socio-cultural background of the study. The indigenous identities of the Cebuano cultural practices bridgeda potential exploration of the localized and contextualized CL strategies in realizing the noble aim of malasakit in the Philippines’ AmBisyon Natin 2040. Catharsis in tagay; togetherness and unity of command in alayon; sensibility and sensitivity in yayong; sharing of extreme emotions in tambayayong; and intimacy and solidarity in unong featured a socio-cultural background necessitated in the crafting of the TAYTU Models of CL Teaching exemplars

CHANGING MOBILITY OF FILIPINO PROFESSIONALS IN RESPONSE TO K TO 12 IMPLEMENTATION IN THE PHILIPPINES

Professional Mobility is considered an intrinsic trait or character of a worker that pushes to make a decision to career change (Kumlai, 2007). This study analyzes the changing professional mobility of working professionals, who take 18 units in Professional Education, to qualify the Licensure Examinations for Teachers (LET) as a requirement in teaching for basic education (RA, 7836). It seeks to answer the following objectives: (1) describe the profile of the respondents in terms of age, sex, personal and alma-mater status, professional degrees earned and professional satisfaction, (2) analyze the factors that affected their decision to take the Diploma in Professional Education (DPE), (3) ascertain their propensity to teach and (4) generate respondents’ expectations to the teaching profession. This study employed a descriptive survey method using a purposive sampling of 133 professionals. A survey questionnaire was used as a primary tool. Young Filipino professionals change their career to teaching due to dissatisfaction attributed by unemployment, underemployment, low salaries, boredom, work suffocation and unfulfilled expectations. The competent salary package of the public school teacher is the number one attraction that led to the changing professional mobility. Working professionals have the potentiality to shine in the teaching profession and become passionate, altruistic, and stable with life-changing outlook for both personal and professional growth. Their propensity to teach provides a modest tolerance, a passion for integrity, a culture of excellence and a resolute stewardship for learning, which are vital indicators for a prospective self-efficacy in teaching

CHANGING MOBILITY OF FILIPINO PROFESSIONALS IN RESPONSE TO K TO 12 IMPLEMENTATION IN THE PHILIPPINES

Professional Mobility is considered an intrinsic trait or character of a worker that pushes to make a decision to career change (Kumlai, 2007). This study analyzes the changing professional mobility of working professionals, who take 18 units in Professional Education, to qualify the Licensure Examinations for Teachers (LET) as a requirement in teaching for basic education (RA, 7836). It seeks to answer the following objectives: (1) describe the profile of the respondents in terms of age, sex, personal and alma-mater status, professional degrees earned and professional satisfaction, (2) analyze the factors that affected their decision to take the Diploma in Professional Education (DPE), (3) ascertain their propensity to teach and (4) generate respondents’ expectations to the teaching profession. This study employed a descriptive survey method using a purposive sampling of 133 professionals. A survey questionnaire was used as a primary tool. Young Filipino professionals change their career to teaching due to dissatisfaction attributed by unemployment, underemployment, low salaries, boredom, work suffocation and unfulfilled expectations. The competent salary package of the public school teacher is the number one attraction that led to the changing professional mobility. Working professionals have the potentiality to shine in the teaching profession and become passionate, altruistic, and stable with life-changing outlook for both personal and professional growth. Their propensity to teach provides a modest tolerance, a passion for integrity, a culture of excellence and a resolute stewardship for learning, which are vital indicators for a prospective self-efficacy in teaching