Engagement of Indigenous Peoples Education Teachers in a Culturebased Professional Learning Community for Biology Teaching

Teacher engagement is essential to advancing culturally responsive science education in Indigenous Peoples Education (IPEd) contexts. This study examined IPEd teachers’ engagement in a culture-based Professional Learning Community (PLC) for biology teaching using a sequential explanatory mixed-methods design. Quantitative data were gathered through engagement surveys and participation records to assess teachers’ affective, behavioral, and cognitive engagement during the PLC. These findings were further explained through qualitative data from focus group discussions, reflective journals, and collaborative outputs. The PLC brought together teachers, researchers, and Indigenous community members to co-develop biology learning resources integrating Indigenous Knowledge Systems and Practices (IKSP). Quantitative results showed consistently high engagement across all dimensions. Qualitative findings revealed increased teacher confidence in integrating IKSP, strengthened professional collaboration, and deeper reflective practice while maintaining scientific accuracy. Indeed, the study demonstrates that culture-based PLCs offer a sustainable and contextually responsive approach to enhancing teacher engagement and professional learning in IPEd biology instruction.

Indigenous Peoples Education; teacher engagement; professional learning community; sequential explanatory mixed methods; biology teaching

1. Aikenhead, G. S., & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Canada. [Google Scholar] [Crossref]

2. Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2018). Innovations in culturally based science education through partnerships and community engagement. Journal of Research in Science Teaching, 55(6), 799–822. https://doi.org/10.1002/tea.21443 [Google Scholar] [Crossref]

3. Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education Quarterly, 36(1), 8–23. https://doi.org/10.1525/aeq.2005.36.1.008 [Google Scholar] [Crossref]

4. Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review and recommendations. Indian and Northern Affairs Canada. [Google Scholar] [Crossref]

5. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003 [Google Scholar] [Crossref]

6. Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993. https://doi.org/10.3102/0034654308323036 [Google Scholar] [Crossref]

7. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

8. Department of Education. (2011). DepEd Order No. 62, s. 2011: Adopting the National Indigenous Peoples Education (IPEd) Policy Framework. https://www.deped.gov.ph/wp-content/uploads/2011/08/DO-No.62-s.-2011.pdf [Google Scholar] [Crossref]

9. Department of Education. (2015). DepEd Order No. 32, s. 2015: Adopting the Indigenous Peoples Education Curriculum Framework. https://www.deped.gov.ph/wp-content/uploads/2015/07/DO_s2015_32.pdf [Google Scholar] [Crossref]

10. Department of Education. (2017). Indigenous Peoples Education program implementation framework. https://www.deped.gov.ph [Google Scholar] [Crossref]

11. Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society & Education, 7(3), 252–263. [Google Scholar] [Crossref]

12. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. ASCD. [Google Scholar] [Crossref]

13. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 [Google Scholar] [Crossref]

14. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. [Google Scholar] [Crossref]

15. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. [Google Scholar] [Crossref]

16. Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. Teachers College Press. [Google Scholar] [Crossref]

17. Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692–724. https://doi.org/10.2307/256287 [Google Scholar] [Crossref]

18. Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 1(2), 33–52. https://doi.org/10.14786/flr.v1i2.44 [Google Scholar] [Crossref]

19. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465 [Google Scholar] [Crossref]

20. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. [Google Scholar] [Crossref]

21. McKinley, E., & Stewart, G. (2012). Out of place: Indigenous knowledge in the science curriculum. Curriculum Matters, 8, 25–46. [Google Scholar] [Crossref]

22. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609 [Google Scholar] [Crossref]

23. Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. [Google Scholar] [Crossref]

24. Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples (2nd ed.). Zed Books. [Google Scholar] [Crossref]

25. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833006-0001-8 [Google Scholar] [Crossref]

26. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. New Zealand Ministry of Education. [Google Scholar] [Crossref]

27. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. SUNY Press. [Google Scholar] [Crossref]

28. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

29. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. [Google Scholar] [Crossref]

30. Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Harvard Education Press. [Google Scholar] [Crossref]

• Problem-Based Learning Strategy: Effect on Achievement of Genetics among Biology Students in Colleges of Education Oyo, Oyo State
• Gut Content Analysis of Siganus canaliculatus (Danggit)
• Predicting Human Neurotherapeutic Response through Preclinical Imaging Intelligence
• Can Algicidal Bacteria be the Solution to Successfully Manage Freshwater Algal Blooms?
• Boosting Carbon Capture: Progress in Enhancing RuBisCO’s Carboxylase Activity