Case-based pedagogy as a context for collaborative inquiry in the Philippines
Share
Zusammenfassung
The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.
Recommended Citation
Arellano, E. L., Barcenal, T. L., Bilbao, P. P., Castellano, M. A., Nichols, S., & Tippins, D. J. (2001). Case-based pedagogy as a context for collaborative inquiry in the Philippines.DOI
10.1002/tea.1016Type
ArticleISSN
0022-4308; 1098-2736Keywords
Schlagwort
Collections
Verwandte Dokumente
Anzeige der Dokumente mit ähnlichem Titel, Autor, Urheber und Thema.
-
Teachers' accommodation and modification practices for learners at-risk: Basis for in-service training (INSET) design
Andrade, Bevemim B. (West Visayas State University, 2022-07)This descriptive research was conducted to determine the teachers' accommodation and modification practices for learners at-risk as the basis for the In-service (INSET) training design for Grade 5 and 6 Teachers handling ... -
Using case-based pedagogy in the Philippines: A narrative inquiry
Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon E.; Tippins, Deborah J. (Springer Netherlands, 2001-06)This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the ... -
Bridging communities and preservice science teacher education through community immersion: A collaborative action ethnography
This study was an attempt to answer the call for culturally relevant and community-centered pedagogies in the preparation of prospective science teachers through student and faculty immersion in a rural farming and fishing ...