Teachers’ Competency in Content Knowledge and Pedagogy in Buhi South District, Philippines

International Education Trend Issues Pub Date : 2024-01-07 DOI:10.56442/ieti.v2i1.365

Jimmy Iii Manigbas, A.-L. Ollet, Mary Paulyn L. Noble, Jean R. Angeles, Nerissa M. Cayetano, Modesto P. Fucio

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Abstract

This study investigated the competency of teachers in content knowledge and pedagogy. This involved the forty-five Elementary teachers teaching Grade levels 1 to 3 in the nine selected public elementary schools in the Department of Education (DepEd), Division of Camarines Sur, Buhi South District, Philippines, for the School Year 2022-2023. The study results revealed that teachers are Highly competent in content knowledge and pedagogy except in the utilization and application of research-based knowledge and principles of teaching and learning. The results further revealed that their professional peers were the most influential factor that affects them. Quantitative data shows that teachers' competency along content knowledge application within and across the curriculum areas, as well as the utilization of Mother tongue, Filipino, and English language, were significant in their demographic characteristics. It recommends that DepEd officials prioritize teachers' professional development that is tailored to their needs to continuously improve

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菲律宾布希南区教师的教学内容知识和教学法能力

本研究调查了教师在教学内容知识和教学法方面的能力。研究对象是菲律宾南甘马厘斯省教育部（DepEd）布希南区九所公立小学的 45 名一至三年级教师，研究时间为 2022-2023 学年。研究结果显示，教师在教学内容知识和教学法方面的能力较高，但在利用和应用基于研究的知识和教学原则方面除外。研究结果还显示，他们的专业同行是影响他们的最大因素。定量数据显示，教师在课程领域内和课程领域间应用教学内容知识的能力，以及使用母语、菲律宾语和英语的能力，在他们的人口统计特征中占有重要地位。报告建议教育部官员优先考虑教师的专业发展，以满足他们的需求，不断提高他们的专业水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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International Education Trend Issues

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