The research aimed to elaborate the Philippine Professional Standards for Teachers (PPST), Domain 1 Content Knowledge and Pedagogy based on the Communities of Practice (CoPs) of Araling Panlipunan teachers. The FGD was conducted to 34 purposively selected Araling Panlipunan teachers sourced from five high schools in the National Capital Region (NCR). Selection of these teachers were based on their ranks as Teacher I, II, or III and with their teaching experience of five or more years. The codes, themes and memos generated from the FGD transcripts were the basis for the development of the elaboration document. This qualitative research that utilized different sources such as FGDs, interviews and verification tools to confirm the FGD results, and triangulation assisted the researchers to determine aptness and accuracy of the gathered data. The interviews and verification process with the Master Teachers and teacher education specialists substantiated and improved the elaboration document. The research revealed the Content Knowledge and Pedagogy of teachers relevant to the teaching of Araling Panlipunan. This research suggests that elaboration be conducted in other specific learning areas, other PPST domains, and with larger number of participants and broader verification in the country.
Keywords: Communities of Practice; content knowledge; elaboration; pedagogy[1] Abigail, K. M. L. (2016). Do communities of practice enhance faculty development? Health Professions Education, 2(2), 61-74. http://doi.org/10.1016/j.hpe.2016.08.004
[2] Association of Southeast Asian Nations. (2020). AQRF referencing guidelines. https://asean.org/storage/2017/03/AQRF-Referencing-Guidelines-2020-Final.pdf
[3] Child Inclusive Learning and Development Australia.(2017). Retrieved May 10, 2020, from https://www.childaustralia.org.au/wp-content /uploads/2017/02/CA-Statement-Pedagogy.pdf
[4] Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson Education, Inc.
[5] Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford Center for Opportunity Policy in Education.
[6] Department of Education. (August 11, 2017). DepEd Order No. 42, s. 2017. National adoption and implementation of the Philippine professional standards for teachers. http://www.deped.gov.ph/orders/do-42-s-2017
[7] Galletta, A. M. (2013). Mastering the semi-structured interview and beyond. NYU Press.
[8] Ingvarson, L. C. (2012). Standards for graduation and initial teacher certification: The international experience. Paper prepared for the Chilean National Council for Education. http://works.bepress.com/lawrence_ingvarson1/206/
[9] Jorgensen, C. G. (2014). Social studies curriculum migration confronting challenges in the 21st century. In Ross, E. W. (Ed.), The Social Studies Curriculum: Purposes, Problems, and Possibilities (4th Edition). https://www.researchgate.net/publication/26505087
[10] Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research (5th ed.). Sage Publications.
[11] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
[12] Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Professional roles, behaviour and development of teacher educators. Sense. https://doi.org/10.1007/978-94-6209-518-2
[13] Organization for Economic Co-operation and Development. (2016). Teachers` pedagogical knowledge and the teaching profession background report and project objectives. http://www.oecd.org/education/ceri/Background_document_to_Symposium_ITEL-FINAL.pdf
[14] Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education, 67, 351-360. http://doi:10.1016/j.tate.2017.06.013.
[15] Republic Act No. 9647. (2009). An act designating the Philippine Normal University as the country`s National Center for Teacher Education. https://www.senate.gov.ph/republic_acts/ra%209647.pdf
[16] Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
[17] Republic Act No. 10968. (2018). Philippine Qualifications Framework (PQF). http://www.officialgazette.gov.ph/downloads/2018/01jan/20180116-RA-10968
[18] Philippine Professional Standards for Teachers. (2017). Domain 3: the diversity of learners` elaboration of proficient teacher practice. Philippine National Research Center for Teacher Quality.
[19] Reigeluth, C., & Stein, F. (1983). The elaboration theory of instruction. In C. Reigeluth (Ed.), Instructional design theories and models. Erlbaum Associates.
[20] Reigeluth, C. (1999) The elaboration theory guidance for scope and sequence decisions. https://kth.instructure.com/files/165975/download?download_frd=1
[21] Saldaña, J. (2015). Coding manual for qualitative researches. (3rd ed.). Sage Publications Ltd.
[22] Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. http://tltjc.blogspot.com/2011/04/shulman-1987-knowledge-and-teaching-pck.html
[23] Smith, M., & Weinstein, Y. (2016), Learn How to Study Using... Elaboration. https://www.learningscientists.org/blog/2016/7/7-1
[24] Southeast Asian Ministers of Education Organization, Innovation and Technology (SEAMEO INNOTECH). (2010). Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit. SEAMEO INNOTECH Regional Education Program. http://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Centers_pub/2012TeachingCompetencyStandards/TeachingCompetencyStd.pdf
[25] United Nations Educational, Scientific, and Cultural Organization. (2016). Education 2030 Incheon declaration and framework for action implementation of SDG 4. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
[26] United Nations Educational, Scientific and Cultural Organization-Korean Educational Development Institute. (2017). Educating for the 4th industrial revolution 2017 UNESCO-KEDI Asia-Pacific Regional Policy Seminar. https://teams.unesco.org/ORG/fu/bangkok/public_events/Shared%20Documents/IQE/2017/09-KEDI/docs/unesco-kedi-policy-seminar-2017-concept-note.pdf
[27] United Nations Educational, Scientific, and Cultural Organization. (2018). Learning portals. https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/effective-and-appropriate-pedagogy
[28] United Nations Educational, Scientific, and Cultural Organization. (2018). Education for sustainable development goals. https://www.unesco.de/sites/default/files/201808/unesco_education_for_sustainable_development_goals.pdf
[29] Wenger, E., Trayner, B., & Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. https://www.researchgate.net/publication/220040553_Promoting_and_Assessing_Value_Creation_in_Communities_and_Networks_A_Conceptual_Framework/citation/download
[30] Winwood, J. (2019) Using interviews. In: M. Lambert (Ed.), Practical research methods in education: An early researcher`s critical guide. Routledge.