Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 7 (2024)

Teacher’s Perspective on Technology Integration on Continuing Professional Development (C.P.D.): A Vista from Generative Change Model

Allan Saguid

Discipline: Education

 

Abstract:

Education is a prerequisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. To prepare efficient teachers in the 21st century, teacher educators need to be constantly top-notch in their profession. As a way of dealing with this problem, this Qualitative research aimed to explore the perspectives of teachers using technology. Also, this study involved purposive sampling of 12 teachers from the selected public schools in the six districts of Manila. Furthermore, data from this study were used as a framework for developing the Continuing Professional Development (C.P.D.). Data were gathered through online survey forms and face-to-face online interviews utilizing the researcher-made guide questions. The perceived responses were then carefully described and analyzed. The findings of the study revealed that the collective themes emphasize the importance of reflection, critique, and personal voice in the generative change model for technology integration in teacher professional development (CPD). This approach fosters individual teacher growth and innovation by encouraging reflection and introspection to develop a deeper understanding of technology use and more effective teaching strategies, providing, and receiving critique to refine and improve practice, empowering teachers to advocate for necessary changes and resources through leveraging their personal voice. Overall, this holistic approach promotes innovative CPD strategies that are responsive to the evolving landscape of educational technology.



References:

  1. Ahmad, A. R., Awang, M. M., & Mohamad, N. A. (2021). The roles of social capital to promote soft skills among university students in facing the challenge of society 5.0 transformation. In Purnomo, Y. W. (Ed.), Educational Innovation in Society 5.0 Era: Challenges and Opportunities (pp. 18–26). Routledge.
  2. Bhandari, S., & Hallowell, M. R. (2021). Identifying and controlling biases in expert-opinion research: Guidelines for variations of Delphi, nominal group technique, and focus groups. Journal of Management in Engineering, 37(3), 04021015.
  3. Charmaz, K. (2014). Grounded theory and theoretical coding. The SAGE Handbook of Qualitative Data Analysis, 5, 153-169.
  4. Draucker, C. B., Al-Khattab, H., Hines, D. D., Mazurczyk, J., Russell, A. C., Stephenson, P. S., & Draucker, S. (2014). Racial and ethnic diversity in theory research. Qualitative Report, 19(17).
  5. Gates Foundation, Bill & Melinda. (2014). Teachers know best: Teachers’ views on professional development. Retrieved from http://www.teachersknowbest.org
  6. Gates Foundation. (2014). Teachers know best: Teachers' views on professional development. ERIC Clearinghouse.
  7. Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129-139.
  8. Glaser, B. G. (1992). The impact of symbolic interaction on grounded theory. The Grounded Theory Review, 4(2), 1-22.
  9. Guskey, T. R. (1985). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  10. La Rossa Prada, J. L. (2018). Heritage speaker educational identity as a complex dynamic system: A grounded theory.
  11. Lippitt, R. (1987). Continuing professional education: A management development approach. The Reference Librarian, 13(30), 237-255.
  12. Mehmet Fatih Karacabey. (2021). School principal support in teacher professional development. International Journal of Educational Leadership and Management, 9(1), 54-75.
  13. Melesse, S., & Gulie, K. (2019). The implementation of teachers' continuous professional development and its impact on educational quality: Primary schools in Fagita Lekoma Woreda, Awi Zone, Amhara Region, Ethiopia in focus. Research in Pedagogy, 9(1), 81-94.
  14. OECD. (2015). Education at a glance 2015: OECD Indicators. OECD Publishing. http://dx.doi.org/10.1787/eag-2015-en
  15. Payne, J. P. (2018). Professional development and its influence on teacher practice and student achievement. [Master’s thesis, Western Kentucky University]. Masters Theses & Specialist Projects. Paper 3064. https://digitalcommons.wku.edu/theses/3064
  16. Payne, K. A. (2018). Democratic teachers mentoring novice teachers: Enacting democratic practices and pedagogy in teacher education. Action in Teacher Education, 40(2), 133-143. https://doi.org/10.1080/01626620.2018.1424052
  17. Payne-Gagnon, J. (2018). Effects of e-learning in a continuing education context nursing care: Systematic review of systematic qualitative, quantitative, and mixed-studies reviews. Journal of Medical Internet Research, 21(10), e15118.
  18. Professional Regulation Commission. (2016). Republic Act No. 10912 Continuing Professional Development (CPD) Act of 2016. https://www.prc.gov.ph/sites/default/files/CPD-FAQs-62918.pdf
  19. Rabacal, J. S., Oducado, R. F., & Tamdang, K. A. (2020). COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asian Journal for Public Opinion Research, 8(4), 478-492. https://doi.org/10.15206/ajpor.2020.8.4.478
  20. San Juan, D., & Basilio, R. (2018). Position paper on the CPD law. Education Sector Issues, 1-3.
  21. Spoors, P. (2018). Principles of effective CPD. SecEd, 2018(31), 7. https://doi.org/10.12968/sece.2018.31
  22. Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28-33.
  23. Tulo, N. B., & Lee, J. (2022). Continuing professional development of the teacher education faculty among Philippine state universities and colleges. International Journal of Learning, Teaching and Educational Research, 21(6), 324-344.
  24. Umil, A. (2017). New school year, same old problems: K to 12, shortages in classrooms, teachers. Bulatlat Journalism for the People. https://www.bulatlat.com/2017/06/06/new-school-year-old-problems-k-12-shortages-classrooms-teachers/

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic