Abstract
This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
Highlights
Abstrak Artikel ini bertujuan untuk mendesain ulang pelatihan pengembangan profesional yang saat ini ada bagi guru matematika di Filipina
The transformative learning incorporated in the discussion was about the teaching of Mathematics integrating the real-life situations and other related experiences
The most prevalent classroom issue that had usually confronted the Mathematics teachers as they examined their values and beliefs relevant to the issue was about low student interest
Summary
This unique transformative educational research utilized the qualitative inquiry by employing both the criticality and the interpretivism as paradigms (Taylor & Medina, 2013; Taylor, et al 2012). Criticalism is a critical inquiry that was done by elevating the conscious awareness of teachers about established values and beliefs that underpin their seemingly natural teacher-centered classroom roles (Taylor, 2008) Practicing this process helps introduce critical theory The interpretive inquiry makes teachers become reflective practitioners in developing and understanding the life-worlds of their students (Palmer, 1998) It involves a broader focal point on the social, political, historical and economic forces influencing the methods of teaching and learning, curriculum rules and schooling structures in which teachers are engrossed (Taylor & Medina, 2013). Through following the experiences of our participating teachers, we came up with universal themes as to why mathematics education in the country did not intentionally educate our students towards lifelong learning (knowing in action)
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