Elementary Teachers&#039; Capacity Levels for Design Thinking and Peeragogy: Basis for a Proposed Set of Learning Action Cell Sessions

Joseph Christian  Gesmundo,; Ma. Theresa  B. Perez,

Elementary Teachers' Capacity Levels for Design Thinking and Peeragogy: Basis for a Proposed Set of Learning Action Cell Sessions

Ma. Theresa B. Perez | Joseph Christian Gesmundo

Abstract:

This study employed a descriptive research method to gather data on the capacities of elementary teachers in Santo Tomas City, Batangas, Philippines, to implement Design Thinking and engage in Peeragogy. Utilizing a stratified sample of 238 teachers, the study used a validated and reliable researcher-made questionnaire to assess demographic profiles, awareness of Futures Thinking, and Peeragogy capacity levels. Findings indicate that teachers exhibit very high capacities in both methodologies, with no significant differences based on sex, age, educational attainment, or years in service. A moderate positive correlation between the capacities for Design Thinking and Peeragogy suggests overlapping competencies. Continuous professional development and adequate organizational support were identified as critical for enhancing these capacities. The study recommends targeted Learning Action Cell sessions to foster a collaborative and innovative teaching environment. These sessions aim to provide practical strategies and continuous support to further enhance teachers' skills and integration of these methodologies, ultimately improving educational outcomes.

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