Breaking barriers: Research-based collaborative professional development between in-service teachers and university researchers
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Abstract
In the Philippines, the recent curriculum reform has impelled the attention of various education sectors for teacher professional
development (PD). The purpose of this qualitative this study is to assess the impact of a year-long research-based collaborative
PD of 30 elementary school science teachers with university science education researchers. The PD activity followed the lesson
study model which features collaboration and reflection. Data were obtained from audio and video-taped transcripts and
formal interview. The constant comparison method was used to analyze and formulate themes from the data transcripts.
Reliability of codes was ensured using the Cohen inter-rater reliability analysis with an acceptable value of 0.734. Results reveal
that a change in the teachers’ professional culture was the main impact of study which encompasses collaboration, teachers’
practices focused on student learning, continuous teacher learning and reflective practice.
Keywords: Classroom-based research; collaboration; lesson study, professional development; professional learning.
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