Contemplating on my Linking Standards to Quality Practice (LiSQuP) Journey in the Philippines: An Autoethnography
Main Article Content
Keywords
autoethnography, Linking Standards to Quality Practice (LisQup), professional development, scholarship of teaching
Abstract
Professional development systems help teachers enhance their practice, though the impact of mechanisms with this agenda only sometimes yields positive results. In the Philippines, the Department of Education (DepEd) and the Philippine Normal University (PNU) implemented the Linking Standards to Quality Practice (LiSQup) to help its teaching workforce improve. It trains teachers to optimize their instructional delivery through rigorous training under online programs at PNU, requiring Job-Embedded Learning (JEL) tasks associated with DepEd professional assignments. This autoethnographic study was conducted to demonstrate how LiSQup influences teachers. Using the author’s reflective narrative of his experiences posted on social media, themes were developed: character projection, cognitive processing, and career progression. The findings of this study demanded considerations in the program relative to the well-being of the students. This study contributes to the present explorations on how teachers can grow through professional advancement programs, implicating similar mechanisms in the global setting.
References
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Barrett, N., Cowen, J., Toma, E., & Troske, S. (2015). Working with what they have: Professional development as a reform strategy in rural schools. Journal of Research in Rural Education (Online), 30(10), 1. https://jrre.psu.edu/sites/default/files/2019-08/30-10.pdf
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Cortez, S. R. A., & Malcampo, M. C. C. (2022). Proposed mental health intervention for thesis writers. Policy Brief Series 7(4), 1-6. https://www.researchgate.net/publication/377230257_Proposed_Mental_Health_Intervention_for_Thesis_Writers_and_Experts
Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. ASCD. https://eric.ed.gov/?id=ED509068
Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91. https://doi.org/10.3102/0013189X16639597
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://eric.ed.gov/?id=ED606743
Department of Education (2021). DepEd, PNU seal partnership on professional development of teachers, school leaders. Press Releases. https://www.deped.gov.ph/2021/04/30/deped-pnu-seal-partnership-on-professional-development-of-teachers-school-leaders/
Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States. http://dx.doi.org/10.25115/psye.v7i3.515
Forber-Pratt, A. J. (2015). "You’re going to do what?" Challenges of autoethnography in the academy. Qualitative Inquiry, 21(9), 821-835. https://doi.org/10.1177/1077800415574908
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800
Kaukko, M. (2018). Intertwined journeys of a PhD student and unaccompanied minors: Autoethnography of research with vulnerable participants. International Journal of Doctoral Studies, pp. 13, 347-359. https://doi.org/10.28945/4114
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.-Prentico-Hall. Inc., Englewood Cliffs, NJ-1984. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8-14. https://search.informit.org/doi/abs/10.3316/informit.192540196827567
Kreber, C. (2014). Reviving the ancient virtues in the scholarship of teaching, with a slight critical twist. Higher Education Research & Development, 34(3), 568-580. https://doi.org/10.1080/07294360.2014.973384
Korthagen, F. (2016). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Li, B., Jiang, W., & Chakma, U. (2023). Negotiating identities in Western academia: An autoethnographic study of international doctoral students in Australia. Higher Education Research & Development, 42(4), 888-902. https://doi.org/10.1080/07294360.2022.2082388
Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. https://doi.org/10.1016/j.tate.2016.01.021
Mackie, S. A., & Bates, G. W. (2018). Contribution of the doctoral education environment to PhD candidates' mental health problems: A scoping review. Higher Education Research & Development, 38(3), 565-578. https://doi.org/10.1080/07294360.2018.1556620
Magno, R. M., Montaño, H. C., & Coronado, E. O. (2023). Is there a return of investment? A tracer study of graduate DOST-SEI scholars in Science. Globus: Journal of Progressive Education, 13(2). https://globusedujournal.in/is-there-a-return-of-investment-a-tracer-study-of-graduate-dost-sei-scholars-in-science/
Manuel, J. P. G. (2024). Hyping the students for schoolwork: Incorporating brain-based learning in intermediate ESP classes. International Journal of Research and Innovation in Social Sciences, 8(3), 199-210. https://dx.doi.org/10.47772/IJRISS.2024.803013S
McPhail-Bell, K., & Redman-Maclaren, M. L. (2019). A co/autoethnography of peer support and PhDs: Being, doing, and sharing in academia. http://dx.doi.org/10.46743/2160-3715/2019.3155
Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science, 2(1), 156-165. https://eric.ed.gov/?id=EJ1105165
Olszewski, C. A., Pontikos, K. P., Znamenak, K. A., Selker, M. L., Paoletta, T. M., Coffman, K. A., & Hansman, C. A. (2022). Utilizing autoethnography within a course structure to support developing scholars. Adult Learning, 33(2), 82-88. https://doi.org/10.1177/10451595211060080
Oswald, A. G., Bussey, S., Thompson, M., & Ortega-Williams, A. (2022). Disrupting hegemony in social work doctoral education and research: Using autoethnography to uncover possibilities for radical transformation. Qualitative Social Work, 21(1), 112-128. https://doi.org/10.1177/1473325020973342
Phan, A. N. Q. (2022). The emotional geographies of being stranded due to COVID-19: A poetic autoethnography of an international doctoral student. Cultural Studies ↔ Critical Methodologies, 22(1), 66-75. https://doi.org/10.1177/15327086211054049
Pharis, T. J., Wu, E., Sullivan, S., & Moore, L. (2019). Improving teacher quality: Professional development implications from teacher professional growth and effectiveness system implementation in Rural Kentucky high schools. Educational Research Quarterly, 42(3), 29-48. https://eric.ed.gov/?id=EJ1205241
Pitard, J. (2017). A journey to the centre of self: Positioning the researcher in autoethnography. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 18, No. 3, p. 20). DEU. https://www.qualitative-research.net/index.php/fqs/article/view/2764/4131
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
Rungduin, T. T., & Miranda, P. A. (2018). An exploration of the factors affecting graduate degree completion in a teacher education institution (TEI): Inputs for graduate program management and pedagogy. AsTEN Journal of Teacher Education, Special Issue, 41-54. https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/835
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform. Lessons from Around the World, International Summit on the Teaching Profession, 2(2), 406-415. https://doi.org/10.1787/23127090
Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students' completion, achievement, and well-being. International Journal of Doctoral Studies, pp. 13, 361-388. https://doi.org/10.28945/4113
Supreme Court (2009). An act designating the Philippine Normal University as the country’s National Center for Teacher Education, appropriating funds therefore, and for other purposes. Supreme court e-library https://elibrary.judiciary.gov.ph/thebookshelf/showdocsfriendly/2/25879
Throne, R. (Ed.). (2019). Autoethnography and heuristic inquiry for doctoral-level researchers: emerging research and opportunities: Emerging research and opportunities. http://dx.doi.org/10.4018/978-1-5225-9365-2
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001
Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers' professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202–216. https://doi.org/10.1080/03054985.2015.1017406
Ai, B. (2017). Constructing an academic identity in Australia: An autoethnographic narrative. Higher Education Research & Development, 36(6), 1095-1107. https://doi.org/10.1080/07294360.2017.1303459
Baja, J. N. B., Buemio, H., & Cacho, R. M. (2024). Sharing LiSQuP's leap: Lessons and experiences within an online advancement program in the Philippines. Open Praxis, 16(2), 208-224. https://search.informit.org/doi/10.3316/informit.T2024041000014490735330995.
Barrett, N., Cowen, J., Toma, E., & Troske, S. (2015). Working with what they have: Professional development as a reform strategy in rural schools. Journal of Research in Rural Education (Online), 30(10), 1. https://jrre.psu.edu/sites/default/files/2019-08/30-10.pdf
Cadez, S., Dimovski, V., & Zaman Groff, M. (2015). Research, teaching and performance evaluation in academia: The salience of quality. Studies in Higher Education, 42(8), 1455-1473. https://doi.org/10.1080/03075079.2015.1104659
Cortez, S. R. A., & Malcampo, M. C. C. (2022). Proposed mental health intervention for thesis writers. Policy Brief Series 7(4), 1-6. https://www.researchgate.net/publication/377230257_Proposed_Mental_Health_Intervention_for_Thesis_Writers_and_Experts
Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. ASCD. https://eric.ed.gov/?id=ED509068
Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91. https://doi.org/10.3102/0013189X16639597
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://eric.ed.gov/?id=ED606743
Department of Education (2021). DepEd, PNU seal partnership on professional development of teachers, school leaders. Press Releases. https://www.deped.gov.ph/2021/04/30/deped-pnu-seal-partnership-on-professional-development-of-teachers-school-leaders/
Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States. http://dx.doi.org/10.25115/psye.v7i3.515
Forber-Pratt, A. J. (2015). "You’re going to do what?" Challenges of autoethnography in the academy. Qualitative Inquiry, 21(9), 821-835. https://doi.org/10.1177/1077800415574908
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800
Kaukko, M. (2018). Intertwined journeys of a PhD student and unaccompanied minors: Autoethnography of research with vulnerable participants. International Journal of Doctoral Studies, pp. 13, 347-359. https://doi.org/10.28945/4114
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.-Prentico-Hall. Inc., Englewood Cliffs, NJ-1984. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8-14. https://search.informit.org/doi/abs/10.3316/informit.192540196827567
Kreber, C. (2014). Reviving the ancient virtues in the scholarship of teaching, with a slight critical twist. Higher Education Research & Development, 34(3), 568-580. https://doi.org/10.1080/07294360.2014.973384
Korthagen, F. (2016). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Li, B., Jiang, W., & Chakma, U. (2023). Negotiating identities in Western academia: An autoethnographic study of international doctoral students in Australia. Higher Education Research & Development, 42(4), 888-902. https://doi.org/10.1080/07294360.2022.2082388
Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. https://doi.org/10.1016/j.tate.2016.01.021
Mackie, S. A., & Bates, G. W. (2018). Contribution of the doctoral education environment to PhD candidates' mental health problems: A scoping review. Higher Education Research & Development, 38(3), 565-578. https://doi.org/10.1080/07294360.2018.1556620
Magno, R. M., Montaño, H. C., & Coronado, E. O. (2023). Is there a return of investment? A tracer study of graduate DOST-SEI scholars in Science. Globus: Journal of Progressive Education, 13(2). https://globusedujournal.in/is-there-a-return-of-investment-a-tracer-study-of-graduate-dost-sei-scholars-in-science/
Manuel, J. P. G. (2024). Hyping the students for schoolwork: Incorporating brain-based learning in intermediate ESP classes. International Journal of Research and Innovation in Social Sciences, 8(3), 199-210. https://dx.doi.org/10.47772/IJRISS.2024.803013S
McPhail-Bell, K., & Redman-Maclaren, M. L. (2019). A co/autoethnography of peer support and PhDs: Being, doing, and sharing in academia. http://dx.doi.org/10.46743/2160-3715/2019.3155
Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science, 2(1), 156-165. https://eric.ed.gov/?id=EJ1105165
Olszewski, C. A., Pontikos, K. P., Znamenak, K. A., Selker, M. L., Paoletta, T. M., Coffman, K. A., & Hansman, C. A. (2022). Utilizing autoethnography within a course structure to support developing scholars. Adult Learning, 33(2), 82-88. https://doi.org/10.1177/10451595211060080
Oswald, A. G., Bussey, S., Thompson, M., & Ortega-Williams, A. (2022). Disrupting hegemony in social work doctoral education and research: Using autoethnography to uncover possibilities for radical transformation. Qualitative Social Work, 21(1), 112-128. https://doi.org/10.1177/1473325020973342
Phan, A. N. Q. (2022). The emotional geographies of being stranded due to COVID-19: A poetic autoethnography of an international doctoral student. Cultural Studies ↔ Critical Methodologies, 22(1), 66-75. https://doi.org/10.1177/15327086211054049
Pharis, T. J., Wu, E., Sullivan, S., & Moore, L. (2019). Improving teacher quality: Professional development implications from teacher professional growth and effectiveness system implementation in Rural Kentucky high schools. Educational Research Quarterly, 42(3), 29-48. https://eric.ed.gov/?id=EJ1205241
Pitard, J. (2017). A journey to the centre of self: Positioning the researcher in autoethnography. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 18, No. 3, p. 20). DEU. https://www.qualitative-research.net/index.php/fqs/article/view/2764/4131
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
Rungduin, T. T., & Miranda, P. A. (2018). An exploration of the factors affecting graduate degree completion in a teacher education institution (TEI): Inputs for graduate program management and pedagogy. AsTEN Journal of Teacher Education, Special Issue, 41-54. https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/835
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform. Lessons from Around the World, International Summit on the Teaching Profession, 2(2), 406-415. https://doi.org/10.1787/23127090
Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students' completion, achievement, and well-being. International Journal of Doctoral Studies, pp. 13, 361-388. https://doi.org/10.28945/4113
Supreme Court (2009). An act designating the Philippine Normal University as the country’s National Center for Teacher Education, appropriating funds therefore, and for other purposes. Supreme court e-library https://elibrary.judiciary.gov.ph/thebookshelf/showdocsfriendly/2/25879
Throne, R. (Ed.). (2019). Autoethnography and heuristic inquiry for doctoral-level researchers: emerging research and opportunities: Emerging research and opportunities. http://dx.doi.org/10.4018/978-1-5225-9365-2
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001
Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers' professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202–216. https://doi.org/10.1080/03054985.2015.1017406
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Dec 27, 2024
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Manuel, J. P. (2024). Contemplating on my Linking Standards to Quality Practice (LiSQuP) Journey in the Philippines: An Autoethnography. The Normal Lights, 18(2). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/2781
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Research Article
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