TEACHERS’ IMPLEMENTATION OF COLLABORATIVE EXPERTISE SESSIONS: A CASE STUDY

Authors

Nathalie Sedero

Abstract

Teachers play a crucial role in implementing school curricular initiatives; but often face challenges in translating collaborative professional development into sustained instructional practice. This study explored teachers’ implementation of Collaborative Expertise Sessions of Sapang Dalaga District, Division of Misamis Occidental under the Enhanced K-12 Curriculum. Using a qualitative case study approach, data were collected through interviews with 11 Junior High School teachers teaching Grade 7 and 8 subjects, four department heads, and one district supervisor as participants of the study. Interview guides were used as instruments to gather data, utilizing Yin’s method of analysis. They were identified through purposive sampling based on their direct teaching experience and a minimum of three years in service. Findings revealed three major themes: 1) individual struggles to collective professional growth through collaboration, 2) collective professional growth through shared responsibility, and 3) collaborative expertise for teacher engagement and professional growth. The study concludes that successful implementation of Collaborative Expertise Sessions requires teachers to navigate significant initial strain, but when supported by structured protocols, this struggle transforms into collective professional growth and shared instructional responsibility. Thus, this study recommends the inclusion of Collaborative Expertise Session time in the teachers’ class schedule for easy collaboration, provide necessary budgets for resources and technology, train school leaders and establish data-driven frameworks that may connect collaborative sessions directly to classroom practice and improved student learning outcomes.

Keywords

collaborative expertise, instructional practices, professional development, shared responsibility, trust-based collaboration