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Journal of Basic Education Research
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27164217     EISSN : 27161560     DOI : https://doi.org/10.37251/jber
Core Subject : Education,
Education
Journal of Basic Education Research (JBER) publishes high-quality methodological assessment, evaluation, and study research texts in various educational settings and scientific disciplines with their own specific phenomena, as well as related studies that address issues of concern in education today. Journal of Basic Education Research (JBER) discusses scientific research on how assessment and evaluation can improve educational outcomes; research on how various scientific disciplines can inform theoretical, practical, and political perspectives at various levels and education systems. This journal mainly covers, manuscripts in the following fields: Performance assessment Instrument development Policy analysis Program evaluation Test management Development of research methodology in Primary and Elementary Programs Curriculum assessment and evaluation in Primary and Elementary Programs Local and global issue education 21st century Learning evaluation and assessment in Primary and Elementary Programs
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 151 Documents
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Praxes for Culturally Responsive Teaching (CRT) in Basic and Higher Education Pecson, Ryan; Morales, Frank Elie
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, which is an 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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