Enhancing the Knowledge and Practice of Pedagogical Approaches of K-12 Program through School to School Partnership Project Cell

Abstract

INTRODUCTION

The shift in curriculum brought chaos to teaching staff in terms of approaches to be applied. To uplift the performance of schools through the help of top performing schools, Department of Education launched the School-to-School Partnership Program. The program gave way to one of the top performing schools to share their expertise in terms of applying different pedagogical approaches under the K to 12 Program. This study assessed the impact of the training provided by the leader school to the partner school.

METHODS

A descriptive qualitative research design was used. A survey was conducted through questionnaires before and after the program to the 25 faculties in Cuenca National High School during the school year 2016 -2017. The significant difference in teacher's perception in the survey before and after the training was analyzed. A matrix was also created to analyze the teachers' knowledge and practice of different pedagogies. It was supported by testimonies by the teachers who undergo training and the results of classroom observation.

RESULTS

Teachers' perception of how much they know and practice a certain pedagogy differs greatly before and after the training was provided by the leader school. A highly significant difference in teachers' knowledge and practice was evident in the use of a collaborative approach and not significant in the use of a constructivist approach but the overall interpretation was highly significant on the approaches prescribed by the K to 12 program, the 2C 2I 1R -Constructivist, Collaborative, Integrative, Inquiry-based, and Reflective. A 2x2 matrix was constructed to clearly illustrate which approach and strategy appear to be high or low in terms of knowledge and practice.

DISCUSSIONS

The result clearly says that there has been an improvement but there is still a big room for improvement. Continues training and workshop for teachers through the help of colleagues and peers may deliver more positive results in terms of pedagogies.