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Immersion Experiences of Teacher Education Students in Conducting Indigenous Studies Pecson, Ryan R; Paz, Allyssa Mae S.; Celaje, Jhanica D.; Cruz, Camille Joy O. Dela; Lacaba, Elder Joe A.; Manahan, Wilmer A.; Antonio, Jelaena H. San
Asian Journal of Community Services Vol. 3 No. 10 (2024): October 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajcs.v3i10.10464

Indigenous studies is a popular research interest among social studies teacher education students, emphasizing the importance of properly educating them to conduct these studies and prepare them for immersion experiences. This study explores the experiences of teacher education students during their immersion in Indigenous studies in Bataan and proposes instructional support to enhance sustainable practices for future researchers. Utilizing phenomenological research, student teachers who have conducted Indigenous studies were purposefully interviewed. The results demonstrate that despite encountering challenges, these immersion experiences gave students valuable first-hand knowledge, personal growth, and a deeper understanding of Indigenous cultures. These findings underscore the need for instructional support, as suggested in the study, to better equip teacher education students to support and promote Indigenous studies.

Praxes for Culturally Responsive Teaching in Basic and Higher Education Pecson, Ryan R; Morales, Frank Elie V
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2696

Purpose of the study: Learners’ diversity and individuality demand contextualized and inclusive education anchored on their diversified approach, catering to their academic, social, and cultural contexts. Responding to that reality, the present study explored the praxes for culturally-responsive teaching (CRT) in basic and higher education in the Philippines as an input for the proposal of an inclusive learning plan for novice educators. Methodology: Using the descriptive qualitative approach of research, twelve novice educators were purposively selected to participate in the semi-structured interviews, wherein the results were analyzed using thematic analysis. Main Findings: The study highlighted CRT as an essential practice that fosters inclusive practice, enhances learning by valuing cultural knowledge and respecting different student histories. The research emphasized the necessity of embedding culturally-responsive approaches like improving community engagement and personalizing learning to fire up relevance and access to learning. Novelty/Originality of this study: The study introduces an output (inclusive learning plan) that can guide novice educators toward their inclusive learning practices and advocacies. As part of strengthening the role in induction programs for novice educators, embed an inclusive learning plan in these programs to develop the skills novice educators need to create supportive and culturally sensitive learning environments.

Teaching and Advocating Green Skills for Students as Social Agents: Sustainability Education Practices of Public-School Teachers at the Secondary Level Zabala, Arlene A; Pecson, Ryan R
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i2.2759

Purpose of the study: The study explores how public secondary teachers teach and advocate green skills for students, highlighting the need for promoting sustainable living and economies in the future. Methodology: Using the descriptive-survey design of quantitative research, eighty-six (86) teachers in public secondary schools in a province in the Philippines are surveyed using a questionnaire with a validity index of 0.98 (excellent) and reliability index of 0.962 (excellent). The gathered data are then analyzed using mean, standard deviation, and t-test. Main Findings: The findings show that public secondary school teachers emphasize immersive, participatory, and interdisciplinary learning when teaching green skills into their classroom practices, revealing the importance of green skills as integral soci-environmental competencies. However, they still need to provide holistic and comprehensive support for developing these skills outside of the classroom. To ensure a more thorough approach to fostering green skills in students, the curriculum can be enhanced to include sustainable development and environmental literacy, and teachers can get professional development to improve their ability to work with organizations and institutions. The study reveals a discrepancy between the actual teaching of green skills and their advocacy, calling for an intensive and sustainable approach to strengthening academic integration as well as sustainable community practice in green education. Novelty/Originality of this study: The study contributes to the body of knowledge by examining the extent to which teaching and advocating green skills can lead to improved teacher professional development initiatives and partnerships for sustainable development, thereby bridging the gap between theoretical frameworks and practices.

Praxes for Culturally Responsive Teaching in Basic and Higher Education Pecson, Ryan R; Morales, Frank Elie V
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2696

Purpose of the study: Learners’ diversity and individuality demand contextualized and inclusive education anchored on their diversified approach, catering to their academic, social, and cultural contexts. Responding to that reality, the present study explored the praxes for culturally-responsive teaching (CRT) in basic and higher education in the Philippines as an input for the proposal of an inclusive learning plan for novice educators. Methodology: Using the descriptive qualitative approach of research, twelve novice educators were purposively selected to participate in the semi-structured interviews, wherein the results were analyzed using thematic analysis. Main Findings: The study highlighted CRT as an essential practice that fosters inclusive practice, enhances learning by valuing cultural knowledge and respecting different student histories. The research emphasized the necessity of embedding culturally-responsive approaches like improving community engagement and personalizing learning to fire up relevance and access to learning. Novelty/Originality of this study: The study introduces an output (inclusive learning plan) that can guide novice educators toward their inclusive learning practices and advocacies. As part of strengthening the role in induction programs for novice educators, embed an inclusive learning plan in these programs to develop the skills novice educators need to create supportive and culturally sensitive learning environments.

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