This study of science teachers in a Philippine state school explored the potential of
group discussions as a learning landscape considering, in particular, how sharing of
teaching experiences may contribute to professional growth. The study was conducted from
July 1997 to January 1998. The main objectives were to gain an understanding of the
influence of social interactions in improving the practice of individual teachers; and to
explore how Filipino culture affects the interaction process.
The setting of the study was the science department at a state school (K-10) in the
Philippines. A discussion group was established to explore how teacher interaction might
serve to raise awareness and shape classroom practice. The group discussions and
individual interviews were videotaped and audiotaped, respectively. Group discussion as an
intervention of the study provided an opportunity to examine how certain Filipino cultural
traits and traditions may influence the participation of teachers in the interaction process.
Qualitative analyses of the data provided information about the nature, value,
benefits, and constraints of group discussions in learning to teach. The findings suggest that
improvement in teaching is a collective rather than an individual enterprise and that teaching
happens best in concert with colleagues (Rosenholtz, 1989); that collaboration is linked with
norms and opportunities for continuous improvement and career-long learning (Fullan,
1991); that by interacting collaboratively, strengths can be maximized, weaknesses can be
minimized, and the result will be better for all (Friend & Cook, 1992); that a learning forum
free from traditional restraints is instructive (Krupnick, 1997); and that the field of education
needs to capitalize on the knowledge of teachers who know about education as few others
do (Duckworth, 1997).
The researcher argues that Filipino culture plays a significant role in the dynamics
of interaction occurring during group discussions. Recognizing and identifying this role is
important if we wish to provide the teachers with the support, reassurance, and strength that
their school and work demand. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/11180 |
| Date | 11 1900 |
| Creators | Tubianosa, Teresita-Salve R. |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 8431502 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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