Semestral Cultural Competence Training and Monthly Professional Development Activities for Filipino Teachers Handling Diverse Cultural Backgrounds

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@article{1704346,
      author = {Cathyrine F. Chiu, Dr. Regidor T. Carale, Dr. Marissa M. Carale, Edsel T. Carale, MTE},
      title = {Semestral Cultural Competence Training and Monthly Professional Development Activities for Filipino Teachers Handling Diverse Cultural Backgrounds},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {6},
      number = {10},
      pages = {967-979},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1704346.pdf},
      abstract = {For educators all throughout the US, the value of ethnic diversity in the classroom is growing. Educational system in Latin Americans, Hispanics, Mexican Americans, Asian Americans, and Indian Americans are just a handful of the many ethnic groups that make up its long-standing diversified community. Its population has grown significantly in recent years, particularly because of the environment being transformed by increased migration. Despite their academic excellence and exceptional attributes, Filipino teachers in the United States are mostly uninformed about culturally responsive pedagogy, which includes culturally responsive teaching. Adopting diversity and creating culturally inclusive schools should be the top priorities if we want them to be efficient and competent. It is also essential to be aware of cultural differences to address the demands of pupils from various ethnic backgrounds. The respondents of the study were the thirty (30) Filipino teachers teaching at Espanola Public Schools; fifteen (15) Filipino teachers from Espanola Valley High School, five (5) from Carlos Vigil Middle School and ten (10) from Elementary Schools. Major findings revealed that trainings were effective to capacitate the Filipino teachers in terms of contextualizing strategies suited for diverse culture and enables the teachers to be equipped with necessary backgrounds in dealing with learners coming from different cultural backgrounds. Recommendations raised to allow district to allocate time for immersion for Filipino teachers to blend and study work ethics in their respective schools, that the district must plan on additional training that will enable Filipino teachers to be aware of providing challenging activities for diverse students to deliver culturally relevant lessons, and that the district must work collaboratively with others.},
      keywords = {Semestral Cultural Competence, Diverse Cultural Backgrounds, Diversified Communities},
      month = {April},
  }