G.U.R.O. Program for Teachers: A Designed School Learning Action Cell (SLAC) Sessions for Professional Development During Covid-19

RIVINA  P. SAQUILABON,; CHERIE ANN  A. ALBUENA,; MARILOU  N. ANTATICO,

G.U.R.O. Program for Teachers: A Designed School Learning Action Cell (SLAC) Sessions for Professional Development During Covid-19

RIVINA P. SAQUILABON | CHERIE ANN A. ALBUENA | MARILOU N. ANTATICO

Abstract:

This study was conducted to identify the level of engagement in learning mathematics during covid-19 and the challenges encountered among Grade 1-3 learners to design an intervention program. The quan-quali research design method was used to complete this action research, specifically, sequential explanatory design. The study involved eighteen (18) learners and research participants. Specifically, using stratified sampling, six (6) in each Grade level in 1, 2, and 3. The target respondents underwent one-on-one interaction through home visitation to gather the needed data through an interview. Then, documentary analysis was used based on the results for the development of the said target output. The study found that learners’ challenges encountered in learning mathematics were a lack of understanding and guidance. This study implies that the teacher and school must be innovative and resourceful enough to deliver quality learning to learners.

References:

Ancho, I.V.; Arrieta, G.S. Filipino teacher professional development in the new normal. Educ. Self Dev. 2021, 16, 25–43.
Azeiteiro, U.M.; Bacelar-Nicolau, P.; Caetano, F.J.P.; Caeiro, S. Education for sustainable development through e-learning in higher education: Experiences from Portugal. J. Clean. Prod. 2014, 106, 308–319.
Castro, M.P.; Gómez Zermeño, M.G. Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability 2020, 12, 4063.
Diamond, S.; Irwin, B. Using e-learning for student sustainability literacy: Framework and review. Int. J. Sustain. High. Educ. 2013, 14, 338–348.
Dos Santos, L.M. The relationship between workforce sustainability, stress, and career decision: A study of kindergarten teachers during the COVID-19 pandemic. Sustainability 2021, 13, 11521.
Laurie, R.; Nonoyama-Tarumi, Y.; Mckeown, R.; Hopkins, C. Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. J. Educ. Sustain. Dev. 2016, 10, 226–242.
Havea, P.H.; Mohanty, M. Professional development and sustainable development goals. In Quality Education; Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T., Eds.; Springer: Cham, Switzerland, 2020; pp. 1–12.
Postholm, M.B. Teachers’ professional development: A theoretical review. Educ. Res. 2012, 54, 405–429.
Schildkamp, K.; Wopereis, I.; Kat-De Jong, M.; Peet, A.; Hoetjes, I. Building blocks of instructor professional development for innovative ICT use during a pandemic. J. Prof. Cap. Community 2020, 5, 281–293.
Zhao, Y. Preparing globally competent teachers: A new imperative for teacher education. J. Teach. Educ. 2010, 61, 422–431.