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Learning Action Cell as an In-House Professional Development Training

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Title: Learning Action Cell as an In-House Professional Development Training
Language: English
Authors: Mark Gil A. Vega (ORCID 0009-0000-9985-3780), Antriman V. Orleans (ORCID 0000-0001-8393-4754)
Source: Journal of Education and Learning (EduLearn). 2025 19(4):1814-1828.
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: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Science Teachers, Faculty Development, Teaching Experience, Program Effectiveness
Geographic Terms: Philippines
ISSN: 2089-9823
2302-9277
Abstract: Learning action cell (LAC) sessions are structured professional development activities tailored for schools to enhance pedagogical skills, teaching methodologies, and assessment methods to improve student academic achievement. This study investigated the implementation of the LAC as an internal development training program for science teachers in remote regions of the Philippines. A total of 403 science educators participated in the study to collect implementation strategies seen in the LAC. The science teachers' experiences in the LAC implementation were assessed using a survey questionnaire and a case study through focus group discussions (FGD). Based on the findings, LAC enhances educators' perceptions of professional development training. As a professional development tool, the LAC helped science teachers develop students' science holistic development, technology innovation, and cultural knowledge. The idea creates a community of scientific educators who collaborate to improve their facilitation, innovation, and research skills, promoting professional leadership and competency in the field. Consequently, the efficacy of LAC necessitates high-quality training aimed at specific objectives. Science educators acknowledged that LAC enhances instructional leadership and pedagogical proficiency.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482818
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1482818
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  Data: Learning Action Cell as an In-House Professional Development Training
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  Data: <searchLink fieldCode="AR" term="%22Mark+Gil+A%2E+Vega%22">Mark Gil A. Vega</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9985-3780">0009-0000-9985-3780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antriman+V%2E+Orleans%22">Antriman V. Orleans</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8393-4754">0000-0001-8393-4754</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(4):1814-1828.
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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: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Data: Learning action cell (LAC) sessions are structured professional development activities tailored for schools to enhance pedagogical skills, teaching methodologies, and assessment methods to improve student academic achievement. This study investigated the implementation of the LAC as an internal development training program for science teachers in remote regions of the Philippines. A total of 403 science educators participated in the study to collect implementation strategies seen in the LAC. The science teachers' experiences in the LAC implementation were assessed using a survey questionnaire and a case study through focus group discussions (FGD). Based on the findings, LAC enhances educators' perceptions of professional development training. As a professional development tool, the LAC helped science teachers develop students' science holistic development, technology innovation, and cultural knowledge. The idea creates a community of scientific educators who collaborate to improve their facilitation, innovation, and research skills, promoting professional leadership and competency in the field. Consequently, the efficacy of LAC necessitates high-quality training aimed at specific objectives. Science educators acknowledged that LAC enhances instructional leadership and pedagogical proficiency.
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      – Text: English
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        PageCount: 15
        StartPage: 1814
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Program Effectiveness
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              Y: 2025
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