The Professional and Personal Development of Private and Public Senior High School Teachers
DOI:
https://doi.org/10.11594/ijmaber.06.08.30Keywords:
21st-century skills, nuing professional development (CPD), Educational reforms, Philippine education policies, Rural-urban disparities, Teacher professional development, Teacher qualityAbstract
This study examined the professional and personal development of private and public senior high school teachers in Jones, Isabela, Philippines. Using a descriptive survey design, 60 teachers completed questionnaires assessing their demographic profiles, 21st-century competencies, and personal and professional capabilities. The results showed high proficiency across most areas, with no significant differences between private and public school teachers. Educational attainment positively impacted professional capabilities. Teachers demonstrated strong skills in classroom management, communication, and creating a respectful learning environment. However, areas for improvement include supporting learners and adapting to technological changes. These findings highlight the importance of ongoing professional development to enhance teaching practices and student outcomes. Key implications include the need for collaborative learning experiences, technology integration, and curriculum design that incorporates real-world applications. The recommendations emphasize personalized professional development programs, reassessing assessment methods, and creating inclusive learning environments. This study contributes to understanding teacher development in the Philippine context, particularly by comparing the private and public sectors. This underscores the critical role of teacher motivation and enthusiasm in fostering student engagement. Future research should explore the long-term impacts of professional development initiatives and examine rural-urban disparities in teacher capabilities. Overall, the study advocates for a holistic transformation of educational practices to better equip teachers to meet 21st-century challenges and improve students’ learning experiences.
Downloads
References
Abu Dabrh, A. M., Waller, T. A., Bonacci, R. P., Nawaz, A. J., Keith, J. J., Agarwal, A., Mer-feld, J., Nordin, T., Winscott, M. M., Belda, T. E., Murad, M. H., Pantin, S. A. L., Stein-kraus, L. W., Grau, T. J., & Angstman, K. B. (2020). Professionalism and inter-communication skills (ICS): a multi-site validity study assessing proficiency in core competencies and milestones in medical learners. BMC Medical Educa-tion, 20(1). https://doi.org/10.1186/s12909-020-02290-3
Akmal, S., Fitriah, F., & Fadhilah, I. (2022). The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans. Studies in English Lan-guage and Education, 9(3), 926–947. https://doi.org/10.24815/siele.v9i3.23063
Akram, H., & Li, S. (2024). Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation. Perceptual and Motor Skills, 131(4), 1415–1438. https://doi.org/10.1177/00315125241248709
Amanonce, J.-C. T., & Maramag, A. M. (2020). Licensure examination performance and academic achievement of teacher educa-tion graduates. International Journal of Evaluation and Research in Education (IJERE), 9(3), 510. https://doi.org/10.11591/ijere.v9i3.20614
Anselmo, C. T., & Anselmo, M. C. C. (2024). Al-gopsychalia of Out-of-Field Teachers: A Qualitative Inquiry. American Journal of Education and Technology, 3(3), 1–8. https://doi.org/10.54536/ajet.v3i3.2285
Anselmo, C. T., & Anselmo, M. C. C. (2024). Al-gopsychalia of Out-of-Field Teachers: A Qualitative Inquiry. American Journal of Education and Technology, 3(3), 1–8. https://doi.org/10.54536/ajet.v3i3.2285Anselmo, C., Gante, D., Aquino, J. L., Cabrera, F., Blas, R. B., Ines, M., … Eufenia, R. (2025). Cultivating 21st-Century Skills: A Comparative Study of Critical Thinking Development Across Higher Education Disciplines. Journal of Interdisciplinary Perspectives, 3(8), 105–113. https://doi.org/10.69569/jip.2025.373
Aspelin, J., Jönsson, A., & Östlund, D. (2021). Pre-Service Special Educators’ Under-standings of Relational Competence. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.678793
Avendano-Uribe, B. E., Perez-Baron, J., & Ojeda-Ramírez, S. (2022). Resourceful-ness, narratives, and identity in science, technology, engineering, arts and math-ematics education: A perspective of mak-erspaces for rural communities in Co-lombia. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1055722
Balta, N., & Eryılmaz, A. (2019). The effect of the ‘teacher-led PD for teachers’ profes-sional development program on students’ achievement: an experimental study. Teacher Development, 23(5), 588–608. https://doi.org/10.1080/13664530.2019.1659176
Balta, N., Eryilmaz, A., & Oliveira, A. W. (2022). Increasing the presence of Einsteinian physics in high school: the impact of a professional development program on teacher knowledge and practice. Teacher Development, 26(2), 166–188. https://doi.org/10.1080/13664530.2021.2019102
Benvenuti, M., Cangelosi, A., Weinberger, A., Mazzoni, E., Benassi, M., Barbaresi, M., & Orsoni, M. (2023). Artificial intelligence and human behavioral development: A perspective on new skills and compe-tences acquisition for the educational
context. Computers in Human Behavior, 148, 107903. https://doi.org/10.1016/j.chb.2023.107903
Blackwell, J., Evans, P., Miksza, P., & Mcpher-son, G. E. (2020). Student Vitality, Teach-er Engagement, and Rapport in Studio Music Instruction. Frontiers in Psycholo-gy, 11(737). https://doi.org/10.3389/fpsyg.2020.01007
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
Brake, A. (2019). Right from the Start: Critical Classroom Practices for Building Teach-er–Student Trust in the First 10 Weeks of Ninth Grade. The Urban Review, 52(2), 277–298. https://doi.org/10.1007/s11256-019-00528-z
Burgess, T., & Patterson Williams, A. (2022). Utilizing theory to elucidate the work of creating equity for transformation within the science classroom. Science Education, 106(5), 1071–1083. https://doi.org/10.1002/sce.21721
Call, K. (2018). Professional Teaching Stand-ards: A Comparative Analysis of Their History, Implementation and Efficacy. Australian Journal of Teacher Education, 43(3), 93–108. https://doi.org/10.14221/ajte.2018v43n3.6
Carpio, L. P. D., Cayabyab, H. T. F., & Te, D. M. I. T. (2021). Determining the Implementa-tion Status of Benefits Under Magna Carta of Public Health Workers (RA 7305) in the Philippines. Acta Medica Philippina, 55(1). https://doi.org/10.47895/amp.v55i1.2950
Chaisriya, K., Gilbert, L., & Kaeophanuek, S. (2023). The effects of integrating digital storytelling with metacognition strategies (DSTMC) learning model to enhance communication abilities. Contemporary
Educational Technology, 15(2), ep416. https://doi.org/10.30935/cedtech/12986
Chalikias, M., Sidiropoulos, G., L Kyriakopou-los, G., Zakopoulos, V., & Raftopoulou, I. (2020). The school principal’s role as a leader in teachers’ professional develop-ment: the case of public secondary educa-tion in Athens. Problems and Perspec-tives in Management, 18(4), 461–474. https://doi.org/10.21511/ppm.18(4).2020.37
Chien, S.-C. (2019). Toward an understanding of high school in-service English teachers’ identities in their professional develop-ment. Asia Pacific Education Review, 20(3), 391–405. https://doi.org/10.1007/s12564-019-09582-4
Dias, P., Veríssimo, L., Carneiro, A., & Duarte, R. (2024). The role of socio-emotional se-curity on school engagement and aca-demic achievement: systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1437297
Ellorin, F. N., Anselmo, M. C. C., Garcilian, R. B., & Anselmo, C. T. (2024). EXPLORING ED-UCATORS' AND STUDENTS' PERSPEC-TIVES ON PEDAGOGI-CAL INNOVATIONS AND TECHNOLOGY INTEGRATION IN THE MODERN CLASS-ROOM. Ignatian International Journal for Multidisciplinary Research, 2(7), 607–635. https://doi.org/10.5281/zenodo.12783319
Even-Zahav, A., Widder, M., & Hazzan, O. (2022). From teacher professional devel-opment to teacher personal-professional growth: the case of expert STEM teach-ers. Teacher Development, 26(3), 299–316. https://doi.org/10.1080/13664530.2022.2052947
Fitriati, F., H Iksan, Z., & Rosli, R. (2023). En-hancing prospective mathematics teach-ers’ lesson planning skills through lesson study within school university partner-ship program. Journal on Mathematics
Education, 14(1), 69–84. https://doi.org/10.22342/jme.v14i1.pp69-84
Gaitas, S., Sarabando, T., Alves, C., Martins, M. A., Leite, G., & Laranjeira, R. (2024). Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms. European Journal of Special Needs Education, 40(3), 473–488. https://doi.org/10.1080/08856257.2024.2380593
Gunersel, A. B., Mason, B. A., Wills, H. P., Cal-darella, P., Williams, L., & Henley, V. M. (2023). Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions. RMLE Online, 46(8), 1–13. https://doi.org/10.1080/19404476.2023.2252714
Gyurova, V. (2020). The place of research and creative skills in the training of future teachers. Education & Self Devel-opment, 15(3), 120–129. https://doi.org/10.26907/esd15.3.11
Habibi, A., Marzulina, L., Sofwan, M., Sirozi, M., Najwan, J., Haswindy, S., Harto, K., & Mukminin, A. (2018). Investigating EFL Classroom Management in Pesantren: A Case Study. The Qualitative Report, 23(9). https://doi.org/10.46743/2160-3715/2018.3117
Hägg, G., & Gabrielsson, J. (2019). A systematic literature review of the evolution of ped-agogy in entrepreneurial education re-search. International Journal of Entre-preneurial Behavior & Research, 26(5), 829–861. https://doi.org/10.1108/ijebr-04-2018-0272
Hernández-Ramos, J. P., & Martínez-Abad, F. (2023). Professional Development among Secondary Teachers in Spain: Key Asso-ciated Factors as of PISA 2018. Journal of Intelligence, 11(5), 93. https://doi.org/10.3390/jintelligence11050093
Hujjatusnaini, N., Corebima, A. D., Gofur, A., & Prawiro, S. R. (2022). The Effect of Blended Project-based Learning Integrat-ed with 21st-Century Skills on Pre-Service Biology Teachers’ Higher-order Thinking Skills. Jurnal Pendidikan IPA Indonesia, 11(1), 104–118. https://doi.org/10.15294/jpii.v11i1.27148
Itoi, K. (2024). Fostering Inclusive Learning and 21st‐Century Skills: Creating Translanguaging Spaces in University Content and Language Integrated Learn-ing Courses. International Journal of Ap-plied Linguistics. https://doi.org/10.1111/ijal.12643
Joong, Y. H. P., Reganit, A. R., Mangali, G., & Swan, B. (2019). Understanding the Ecol-ogies of Education Reforms: Comparing the Perceptions of Secondary Teachers and Students in the Philippines. Interna-tional Journal of Educational Reform, 28(3), 278–302. https://doi.org/10.1177/1056787919857257
Joseph, J., Raper, S. E., & Sicoutris, C. (2018). Communication Skills Training for Surgi-cal Inpatient Advanced Practice Provid-ers in an Academic Health-Care System. Journal of Patient Experience, 7(1), 42–48. https://doi.org/10.1177/2374373518809011
Juta, A., & Van Wyk, C. (2020). Classroom Management as a Response to Challenges in Mathematics Education: Experiences from a Province in South Africa. African Journal of Research in Mathematics, Sci-ence and Technology Education, 24(1), 21–30. https://doi.org/10.1080/18117295.2020.1731646
Kang, J. (2020). Interrelationship Between In-quiry-Based Learning and Instructional Quality in Predicting Science Literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6
Kartal, B. (2020). Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research. Australian Journal of Teacher Education, 45(9), 42–61. https://doi.org/10.14221/ajte.2020v45n9.3
Kelly, N., Robertson, A., Dawes, L., Kerr, J., & Wright, N. (2019). Co-design for Curricu-lum Planning: A Model for Professional Development for High School Teachers. Australian Journal of Teacher Education, 44(7), 84–107. https://doi.org/10.14221/ajte.2019v44n7.6
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review, 31(1), 163–195. https://doi.org/10.1007/s10648-018-9458-2
Kincade, L., Goerdt, A., & Cook, C. (2020). Me-ta-Analysis and Common Practice Ele-ments of Universal Approaches to Im-proving Student-Teacher Relationships. Review of Educational Research, 90(5), 710–748. https://doi.org/10.3102/0034654320946836
Kırkıç, K. A., & Çetinkaya, F. (2020). The rela-tionship between preschool teachers’ self-efficacy beliefs and their teaching at-titudes. International Journal of Evalua-tion and Research in Education (IJERE), 9(4), 807. https://doi.org/10.11591/ijere.v9i4.20670
Kokkinou, E., & Kyriakides, L. (2022). Investi-gating differential teacher effectiveness: searching for the impact of classroom context factors. School Effectiveness and School Improvement, 33(3), 403–430. https://doi.org/10.1080/09243453.2022.2030762
König, J., Krepf, M., Bremerich-Vos, A., & Buchholtz, C. (2021). Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers’ Planning Competence. The Teacher Educator, 56(4), 466–487. https://doi.org/10.1080/08878730.2021.1938324
Li, M. (2024). Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China. Edu-cation and Information Technologies, 30(2), 1913–1945. https://doi.org/10.1007/s10639-024-12890-x
Liu, X., Hansen, K. Y., Valcke, M., & De Neve, J. (2024). A decade of PISA: student per-ceived instructional quality and mathe-matics achievement across European countries. ZDM – Mathematics Education, 56(5), 859–891. https://doi.org/10.1007/s11858-024-01630-7
Lutz, C., Bouwens, A., & Van Goch, M. M. (2023). College Classroom Diversity as a Source of Scholarly Learning for Teach-ers. College Teaching, 73(2), 1–9. https://doi.org/10.1080/87567555.2023.2228444
Magallanes, K., Lee, S., & Chung, J. Y. (2022). The Philippine Teachers Concerns on Ed-ucational Reform Using Concern Based Adoption Model. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.763991
Magro, S. W., Roisman, G. I., Nivison, M. D., & Englund, M. M. (2022). The quality of ear-ly caregiving and teacher-student rela-tionships in grade school independently predict adolescent academic achieve-ment. International Journal of Behavioral Development, 47(2), 158–168. https://doi.org/10.1177/01650254221137511
Mantei, J., & Kervin, L. (2020). Teacher knowledge and student learning: An ex-amination of teacher pedagogies for the same writing topic across two consecu-tive grades. The Australian Journal of Language and Literacy, 43(3), 224–234. https://doi.org/10.1007/bf03652058
Martin, B. A. (2021). Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning. Canadian Journal of Learning and Technology, 47(1). https://doi.org/10.21432/cjlt27873
Morales, M. P., Masangcay, D., Butron, B., Lau-reano, R., Avilla, R., & Ayuste, T. O. (2021). Technology Integration Tradi-tions, Transitions, and Best Practices in Philippine Higher STEAM Education. Philippine
Journal of Science, 150(5). https://doi.org/10.56899/150.05.36
Moreira, P., & Talanquer, V. (2024). Exploring relationships that college instructors seek to build with intention in chemistry class-rooms. Chemistry Education Research and Practice, 25(1), 225–241. https://doi.org/10.1039/d3rp00198a
Nagro, S. A., Kennedy, M. J., & Hirsch, S. E. (2020). A Self-Led Approach to Improv-ing Classroom Management Practices Us-ing Video Analysis. TEACHING Exception-al Children, 53(1), 24–32. https://doi.org/10.1177/0040059920914329
Nketsia, W., Opoku, M. P., Mprah, W. K., & Am-ponteng, M. (2024). Exploring the per-ceived knowledge of teacher educators and pre-service teachers on the differen-tiated instruction practices of teacher ed-ucators. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1356675
Ntsanwisi, S. (2024). Bridging Gaps in STEM Education: The Case for Dedicated Learn-ing Centres in South African Townships and Rural Areas. European Journal of STEM Education, 9(1), 15. https://doi.org/10.20897/ejsteme/15481
O’ Dwyer, A. (2018). An Insight Into How a Constructivist Professional Development Program Can Influence Practice in Six High School Chemistry Classrooms. Jour-nal of Science Teacher Education, 29(5), 353–377. https://doi.org/10.1080/1046560x.2018.1457348
Obispo, R. T., Tindowen, D. J. C., & Magulod, G. C. (2021). Teachers’ Classroom Manage-ment Styles and Student-Teacher Con-nectedness and Anxiety. International Journal of Learning, Teaching and Educa-tional Research, 20(5), 123–141. https://doi.org/10.26803/ijlter.20.5.7
Otten, C., Nash, R., & Patterson, K. (2022). Pro-fessional development in health educa-tion for primary school teachers: A sys-tematised review of the literature. Profes-sional Development in Education, 50(5), 809–831. https://doi.org/10.1080/19415257.2022.2038233
Rasooli, A. (2023). Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions. Educational Measurement: Issues and Practice, 42(3), 82–83. https://doi.org/10.1111/emip.12572
Ramberg, J., Låftman, S. B., Modin, B., & Almquist, Y. B. (2018). School effective-ness and students’ perceptions of teacher caring: A multilevel study. Improving Schools, 22(1), 55–71. https://doi.org/10.1177/1365480218764693
Ransom, J. C. (2019). Love, Trust, and Camara-derie: Teachers’ Perspectives of Care in an Urban High School. Education and Ur-ban Society, 52(6), 904–926. https://doi.org/10.1177/0013124519894973
Reddy, L. A., Hua, A., Kettler, R., Dudek, C., & Lekwa, A. (2020). Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools. Journal of Psy-choeducational Assessment, 38(7), 816–830. https://doi.org/10.1177/0734282920913394
Santaolalla, E., Martín, O., Urosa, B., Verde, A., & Díaz, T. (2020). Interdisciplinarity in Teacher Education: Evaluation of the Ef-fectiveness of an Educational Innovation Project. Sustainability, 12(17), 6748. https://doi.org/10.3390/su12176748
Sarra, C., Bray, J., Jackson, C., Spillman, D., & Davis, J. (2020). High-Expectations Rela-tionships: A Foundation for Enacting High Expectations in all Australian Schools. The Australian Journal of Indigenous Ed-ucation, 49(1), 32–45. https://doi.org/10.1017/jie.2018.10
Shodipe, O. T., & Ogbuanya, C. T. (2024). Build-ing aspiring teachers’ capabilities, profes-sional and skill development: Auspice to quality teaching practice in technical vo-cational education and training institu-tions. European Journal of Education, 59(3). https://doi.org/10.1111/ejed.12677
Siddiqua, A. (2019). Classroom Observation as a Tool for Professional Development. World Journal of English Language, 9(1), 49. https://doi.org/10.5430/wjel.v9n1p49
Simel Pranjić, S. (2021). Development of a car-ing teacher-student realationship in high-er education. Journal of Education Cul-ture and Society, 12(1), 151–163. https://doi.org/10.15503/jecs2021.1.151.163
Smith, P., Nigam, A., Finch, B., Karkar, T., & Varner, J. (2020). Making Visible Aware-ness in Practice: Literacy Educators in Diverse Classrooms. Review of Education, 8(2), 380–415. https://doi.org/10.1002/rev3.3190
Stevenson, N. A., Vanlone, J., & Barber, B. R. (2020). A Commentary on the Misalign-ment of Teacher Education and the Need for Classroom Behavior Management Skills. Education & Treatment of Children, 43(4), 393–404. https://doi.org/10.1007/s43494-020-00031-1
Szabo, Z. K., Szabo, D., Körtesi, P., Guncaga, J., & Neag, R. (2020). Examples of Problem-Solving Strategies in Mathematics Educa-tion Supporting the Sustainability of 21st-Century Skills. Sustainability, 12(23), 10113. https://doi.org/10.3390/su122310113
Tarrayo, V. N., Hernandez, P. J. S., & Claustro, J. M. A. S. (2019). Teachers And Research Practices: Perspectives From English Language Educators In A Philippine Uni-versity. Australian Journal of Teacher Education, 45(12), 73–90. https://doi.org/10.14221/ajte.202v45n12.5
Tekin, O. (2023). The mediating role of teacher self-efficacy in predicting teachers’ re-search attitudes. Teacher Development, ahead-of-print(ahead-of-print), 314–332. https://doi.org/10.1080/13664530.2023.2201579
Tian, S. (2023). Research on the Quality Man-agement System of Classroom Teaching in Higher Vocational Education. Interna-tional Journal of Information and Educa-tion Technology, 13(6), 969–974. https://doi.org/10.18178/ijiet.2023.13.6.1893
Toman, G., & Maag, J. W. (2024). A Survey of Rural Special Education Teachers’ Pro-fessional Development Experiences. Ru-ral Special Education Quarterly, 43(3), 150–160. https://doi.org/10.1177/87568705241258737
Tsujimoto, H., Kataoka, Y., Akazawa, M., Ku-masawa, J., Kagawa, T., Imura, H., Fujiwa-ra, T., Nagano, H., Banno, M., Hozumi, T., So, R., Ohtake, Y., Sumi, Y., Yoshioka, T., Sada, R., Matsuda, Y., Uneno, Y., Tsujino-Tsujimoto, E., Sato, Y., & Tsujimoto, Y. (2021). A model six-month workshop for developing systematic review protocols at teaching hospitals: action research and scholarly productivity. BMC Medical Edu-cation, 21(1). https://doi.org/10.1186/s12909-021-02538-6
Tulo, N. B., & Lee, J. (2022). Continuing Profes-sional Development of the Teacher Edu-cation Faculty among Philippine State Universities and Colleges. International Journal of Learning, Teaching and Educa-tional Research, 21(6), 324–344. https://doi.org/10.26803/ijlter.21.6.19
Upadhyay, B., & Sadykova, S. (2024). Building Science Teacher Leaders for Indigenous Schools: Lessons from a Science Profes-sional Development Workshop in Nepal. Education Sciences, 14(9), 964. https://doi.org/10.3390/educsci14090964
Van Dijk, W., Gage, N. A., & Grasley‐Boy, N. (2019). The relation between classroom management and mathematics achieve-ment: A multilevel structural equation model. Psychology in the Schools, 56(7), 1173–1186. https://doi.org/10.1002/pits.22254
Vantieghem, W., Schelfhout, W., Van Avermaet, P., Goosen, K., & Roose, I. (2023). Educa-tion for all in action: Measuring teachers’ competences for inclusive education. PLOS ONE, 18(11), e0291033. https://doi.org/10.1371/journal.pone.0291033
Vecaldo, R., Asuncion, J. E., & Ulla, M. (2019). From Writing to Presenting and Publish-ing Research Articles: Experiences of Philippine Education Faculty-Researchers*. Eurasian Journal of Educa-tional Research, 19(81), 1–18. https://doi.org/10.14689/ejer.2019.81.9
Wang, L. (2022). Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810559
Wang, Z., & Yuan, L. (2024). Teacher–student relationships and student engagement: The mediating effect of peer relation-ships. Social Behavior and Personality: An International Journal, 52(5), 13104E-13111E. https://doi.org/10.2224/sbp.13104
Wood, W., Hossein Zadeh Maleki, A., Mccollum, J., Riesenberg, L. A., Vetter, I. L., Kukreja, P., & Morgan, C. J. (2018). Graduate medical education scholarly ac-tivities initiatives: a systematic review and meta-analysis. BMC Medical Educa-tion, 18(1). https://doi.org/10.1186/s12909-018-1407-8
Yang, Y., Liu, X., & Gardella, J. A. (2018). Ef-fects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Sci-ence. Journal of Science Teacher Educa-tion, 29(4), 263–282. https://doi.org/10.1080/1046560x.2018.1439262
Zaragoza, A., Seidel, T., & Hiebert, J. (2021). Exploring preservice teachers’ abilities to connect professional knowledge with les-son planning and observation. European Journal of Teacher Education, 47(1), 120–139. https://doi.org/10.1080/02619768.2021.1996558
Zhao, J., Yao, X., & Zhang, L. (2023). Develop-ing and Validating a Scale for University Teacher’s Caring Behavior in Online Teaching. Education Sciences, 13(3), 300. https://doi.org/10.3390/educsci13030300
Zimmerman Nilsson, M.-H., & Nilsson, P. (2019). From Pedagogical Knowledge to Pedagogical Content Knowledge: Devel-opment in Mentor and Student-Teacher Group Conversations. International Jour-nal of Learning, Teaching and Education-al Research, 18(10), 233–247. https://doi.org/10.26803/ijlter.18.10.15
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Erickson T. Eugenio
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
