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All Journal Jurnal Studi Guru dan Pembelajaran International Journal of Education and Teaching Zone
Estacio, Maria Leah Paola
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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From Fidelity to Flexibility: Developing the Adaptive Fidelity Framework (AFF) for Pedagogical Innovations in Teacher Education Estacio, Maria Leah Paola; Quileste, Ronald; Morales, Kathleen
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6931

Abstract

This mixed-methods study explored the implementation of the Dynamic Learning Program (DLP), a student-centered pedagogy, in a Philippine private school, examining adherence, achievement, and stakeholder experiences. Through surveys, standardized tests, and interviews, the research revealed robust adherence but variable achievement, with stronger outcomes in literacy than STEM. Teachers’ adaptations, such as supplemental explanations, addressed conceptual challenges, highlighting the need for flexibility. These findings informed the Adaptive Fidelity Framework (AFF), a novel model balancing fidelity to core principles, teacher-led adaptation, and contextual moderators like resources and student readiness. The AFF redefines implementation science by prioritizing dynamic, context-responsive fidelity, offering a scalable approach for teacher education and policy in low- and middle-income countries and beyond. The study underscores the importance of teacher agency in navigating fidelity-adaptation tensions, contributing to global discourses on equitable, sustainable reform. Implications include training teachers as adaptive implementers and designing monitoring systems that value contextual responsiveness. This Philippine case provides a blueprint for scaling innovations worldwide, advancing efforts to balance educational quality with equity.
Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education Quileste, Ronald; Estacio, Maria Leah Paola; Pagara, Charity Rose
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.447

Abstract

Assessment literacy remains underdeveloped in many teacher education programs, with limited use of inquiry-based approaches. No empirical studies have applied the 5Es model specifically to assessment education, particularly in resource-constrained contexts. This mixed-methods study introduces the ASPIRE Framework (Assessment through Structured Pedagogy, Inquiry, and Reflective Engagement), an adaptation of the 5Es model integrating constructivist principles and the Filipino value of bayanihan. Implemented in a Philippine teacher education course (n = 29 pre-service teachers), ASPIRE was evaluated through surveys, a validated pretest-posttest, interviews, and assignment analysis. Engagement remained consistently high across phases (M = 3.64–3.75/4), and learning scores improved significantly by 9.22 points (Z = –3.96, p < 0.001, r = 0.73), indicating a substantial impact. Qualitative findings highlighted clarity, practicality, and strong collaborative learning, though time constraints limited group activities during the Explore phase. The framework’s low-resource design suggests adaptability in similar Southeast Asian settings. While results provide preliminary evidence that culturally responsive, inquiry-driven pedagogy can enhance assessment literacy, the small sample and single-course context limit generalizability. Future research should examine scalability across disciplines, compare ASPIRE with traditional approaches, and explore adaptations for diverse educational and cultural contexts.
Co-Authors Morales, Kathleen Pagara, Charity Rose Quileste, Ronald