School Learning Action Cell as a Key for Teacher’s Continuous Learning and Development

Abstract

The complexities of the teaching profession require a lifelong learning perspective to adapt on the fast changes and evolving constraints or needs. Teachers and their professional development have shown that so far, in-service training is considered as a professional duty in the academe, but it is in practice optional in many of them. This action research on school learning action cell as a key for teacher’s professional development was conducted to determine the needs of teachers in terms of learner’s diversity and inclusion, content and pedagogy, assessment and reporting, 21st century skills and ICT integration and curriculum contextualization. Moreover, the problems being encountered in the conduct of SLAC processes was also being assessed. A plan of action was proposed to institutionalize the process of conducting SLAC. The study used the descriptive method of research with questionnaire as its main tool complemented with interview to substantiate the analysis of data gathered. The respondents were the thirty key teachers who were chosen using purposive sampling technique. It was revealed in the study that teachers need trainings to a great extent on learners’ diversity and inclusion, content and pedagogy, assessment and reporting,21st century skills and ICT integration and curriculum contextualization. Some of the problems encountered in conducting SLAC were the prioritization of topics and preparation of LAC materials. It is recommended that the proposed plan of action was properly implemented.