Conducted by PIT
, Started on 2024 -
Completed on 2025
Completed
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The role of graduate schools in developing teachers to enhance achievement and help solve the Philippine
educational crisis as shown by the recent PISA results in mathematics cannot be overly emphasized. This
research critically examines the philosophical, psychological, and sociological foundations of the Master of
Arts in Education Major in Mathematics (MAEd-Math) program at the Palompon Institute of Technology.
Results show that the program reflects the institute’s mission and its attempt to comply with policies,
standards and guidelines, albeit its non-consideration of professional standards fitted to the graduate level.
To meet demands, this study proposes a curriculum framework that transcends traditional teaching
methods, aiming to cultivate educators who are not only proficient in their subject but also capable of
innovating solutions in the classroom and in teacher development activities. The framework integrates
philosophical insights, psychological understanding of student learning, and the relevance of social
contexts. It is recommended that the program’s curriculum development team study the framework in
revising the curriculum and that the curriculum revision activities in the institute consolidate the
foundations into a framework.