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All Journal Journal of Basic Education Research Asian Journal of Community Services (AJCS)
Pecson, Ryan R
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Computer Science & IT Education Social Sciences

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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

Abstract

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

Abstract

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.
Co-Authors Antonio, Jelaena H. San Celaje, Jhanica D. Cruz, Camille Joy O. Dela Lacaba, Elder Joe A. Manahan, Wilmer A. Morales, Frank Elie V Paz, Allyssa Mae S.