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Career Progression of Graduates in Diploma for Professional Education

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Title: Career Progression of Graduates in Diploma for Professional Education
Language: English
Authors: Rivika C. Alda (ORCID 0000-0002-1546-9042), Helen B. Boholano (ORCID 0000-0003-4365-3370), Ethel De Leon-Abao (ORCID 0000-0002-1697-469X)
Source: Journal of Education and Learning (EduLearn). 2025 19(1):1-13.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Education Majors, College Graduates, Teacher Education, Teacher Education Programs, Student Attitudes, Educational Environment, Reputation, Career Pathways, Career Readiness, Program Attitudes
Geographic Terms: Philippines
ISSN: 2089-9823
2302-9277
Abstract: This research delves into the career progression and perceptions of graduates from the Diploma in Professional Education (DPE) Program at Cebu Normal University, spanning the academic years 2016-2020. This aims to analyze demographic profiles, assess knowledge levels in various domains, and explore graduates' regard for the DPE program in their current work. Employing a mixed-methods design, the research gathers data through surveys and virtual interviews. Participants indicate an overall positive assessment of the DPE program and express strong agreement in content knowledge, pedagogical knowledge, technological competence, and the intersection of technology with pedagogy and content. They exhibit strong alignment with the technological pedagogical and content knowledge (TPACK) framework, proving their proficiency in incorporating technology into instruction with ease. Qualitative insights unveil transformative learning journeys, the nurturing of teaching excellence, overcoming challenges with confidence, and the empowerment of future educators as dominant themes in the experiences of DPE graduates. The combination of data sets highlights how well the program communicates knowledge and fosters a constructive, transformative learning environment. The DPE program's good reputation, strong support of TPACK, and noted career progression demonstrate how well it prepares teachers for the ever-changing demands of the classroom and offers valuable insights to improve teacher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457026
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Career Progression of Graduates in Diploma for Professional Education
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  Data: <searchLink fieldCode="AR" term="%22Rivika+C%2E+Alda%22">Rivika C. Alda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1546-9042">0000-0002-1546-9042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Helen+B%2E+Boholano%22">Helen B. Boholano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4365-3370">0000-0003-4365-3370</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ethel+De+Leon-Abao%22">Ethel De Leon-Abao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1697-469X">0000-0002-1697-469X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2025 19(1):1-13.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Reputation%22">Reputation</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Pathways%22">Career Pathways</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Attitudes%22">Program Attitudes</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research delves into the career progression and perceptions of graduates from the Diploma in Professional Education (DPE) Program at Cebu Normal University, spanning the academic years 2016-2020. This aims to analyze demographic profiles, assess knowledge levels in various domains, and explore graduates' regard for the DPE program in their current work. Employing a mixed-methods design, the research gathers data through surveys and virtual interviews. Participants indicate an overall positive assessment of the DPE program and express strong agreement in content knowledge, pedagogical knowledge, technological competence, and the intersection of technology with pedagogy and content. They exhibit strong alignment with the technological pedagogical and content knowledge (TPACK) framework, proving their proficiency in incorporating technology into instruction with ease. Qualitative insights unveil transformative learning journeys, the nurturing of teaching excellence, overcoming challenges with confidence, and the empowerment of future educators as dominant themes in the experiences of DPE graduates. The combination of data sets highlights how well the program communicates knowledge and fosters a constructive, transformative learning environment. The DPE program's good reputation, strong support of TPACK, and noted career progression demonstrate how well it prepares teachers for the ever-changing demands of the classroom and offers valuable insights to improve teacher education.
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  Data: 2025
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  Data: EJ1457026
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1457026
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Reputation
        Type: general
      – SubjectFull: Career Pathways
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Program Attitudes
        Type: general
      – SubjectFull: Philippines
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    Titles:
      – TitleFull: Career Progression of Graduates in Diploma for Professional Education
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            NameFull: Ethel De Leon-Abao
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