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Teachers from junior and senior high schools participated in ten in-person training sessions and virtual consultations over a 14-week period. A mixed-methods sequential explanatory design used a professional needs assessment from 18 teachers, followed by training to produce PAR proposals for English, Mathematics, and Science. 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Prof. , Dept. of Pure Sciences, Cebu Technological University, Philippines[hedeliza.pineda@ctu.edu.ph](hedeliza.pineda@ctu.edu.ph)  \n[ORCID](ORCID: 0000-0002-4680-494X)[: 0000-0002-4680-494X](ORCID: 0000-0002-4680-494X)  \nAnne Lorca, 2  \nMAEd, Instructor, Dept. of Pure Sciences, Cebu Technological University, Philippines [anne.lorca@ctu.edu.ph](anne.lorca@ctu.edu.ph)  \nORCID: 0000-0003-0960-0363  \nSylvester Cortes,3  \nPhD, Assist. Prof. , Dept. of Pure Sciences, Cebu Technological University, Philippines [sylvester.cortes@ctu.edu.ph](sylvester.cortes@ctu.edu.ph)  \n[ORCID: 0000-0002-2919-8263](ORCID: 0000-0002-2919-8263)  \nSunliegh Gador,4  \nPhD, Assoc. Prof. , Dept. of English and Literary Studies, Cebu Technological University,  \nPhilippines [sunliegh.gador@ctu.edu.ph](sunliegh.gador@ctu.edu.ph)[ ](sunliegh.gador@ctu.edu.ph)[ORCID: 0000-0001-5921-6672](ORCID: 0000-0001-5921-6672)  \nRowanne Marie Mangompit,5  \nPhD, Assoc. Prof. , Dept. of English and Literary Studies, Cebu Technological University,  \nPhilippines [rowannemarie.mangompit@ctu.edu.ph](rowannemarie.mangompit@ctu.edu.ph)[ ](rowannemarie.mangompit@ctu.edu.ph)[ORCID](ORCID: 0000-0001-9282-9761)[: 0000-0001-9282-9761](ORCID: 0000-0001-9282-9761)  \nFrances Jay Pacaldo,6  \nMAEd, Instr. , Dept. of Mathematics and Statistics, Cebu Technological University, Philippines [francesjay.pacaldo@ctu.edu.ph](francesjay.pacaldo@ctu.edu.ph)  \n[ORCID](ORCID: 0000-0001-5056-2851)[: 0000-0001-5056-2851](ORCID: 0000-0001-5056-2851)  \nElven Lorca,7  \nMAEd, Instructor, Dept. of Human Kinesthetics, Cebu Technological University, Philippines [elven.lorca@ctu.edu.ph](elven.lorca@ctu.edu.ph)  \nORCID: 0000-0001-8954-1716  \n1 Main author, responsible for conceptualization, investigation, writing – original draft, resources, supervision, and funding acquisition  \n2 Co-author, responsible for conceptualization, investigation, writing – original draft, resources, supervision, project administration, and funding acquisition  \n3 Corresponding author, responsible for conceptualization, methodology, investigation, writing – original draft, writing – review and editing, and supervision  \n4 Co-author, responsible for conceptualization, methodology, writing – original draft, writing – review and editing  \n5 Co-author author, responsible for conceptualization, methodology, writing – original draft, writing – review and editing  \n6 Co-author, responsible for conceptualization, methodology, investigation, and writing – original draft  \n7 Co-author, responsible for conceptualization, methodology, investigation, writing – original draft, resources, and supervision  \nAbstract. Anchored on Evans’ professional development (PD) model, this study aimed to develop, implement, and evaluate a professional development program on designing participatory action research (PAR) projects for basic education teachers. The teachers are from Junior and Senior High School teaching English, Mathematics, and Science. The PD program consisted of ten in-person training sessions and virtual consultations which happened in between training on AR problem conceptualization and methodology for a 14-week period. Using the mixed-methods sequential explanatory (QUAN 􀃆 qual) design, the study started with a professional needs assessment participated by 18 teachers from a secondary school as a basis for the planned PD program. The teachers underwent training sessions to develop a group or participatory AR proposal as evidence of their professional growth and program outcome. At the end of the program, the English, Mathematics, and Science teachers, respectively, developed and presented their AR proposals on the (a) design and evaluation of a gamified-based instruction towards improving vocabulary skill,(b) video-based instruction in teaching basic concepts of proba","cbCaiijm7WbmWfxW","https://ap.wps.com/l/cbCaiijm7WbmWfxW","pdf",441910,24,"English","# Abstract\n# Introduction\n# Professional Development Program Design and Implementation\n## Training Sessions and Consultations\n## Needs Assessment and PAR Proposal Development\n# Evaluation Results\n## Post-Assessment and Interview Findings\n## Acceptance of PAR Proposals","[{\"question\":\"What is the purpose of the professional development program in the study?\",\"answer\":\"The program aims to develop, implement, and evaluate how basic education teachers design participatory action research (PAR) projects.\"},{\"question\":\"How was the PAR professional development program delivered and how long did it run?\",\"answer\":\"It included ten in-person training sessions and virtual consultations conducted over a 14-week period, between training on action research problem conceptualization and methodology.\"},{\"question\":\"What outcomes did teachers demonstrate by the end of the program?\",\"answer\":\"Post-assessment results supported by interviews indicated behavioral, attitudinal, and intellectual developments in action research, along with PAR proposals for English, Mathematics, and Science.\"}]","DEVELOPMENT AND EVALUATION OF A PROFESSIONAL DEVELOPMENT PROGRAM ON DESIGNING PARTICIPATORY ACTION RESEARCH PROJECTS FOR BASIC EDUCATION TEACHERS | PDF",1792066725]