Pedagogical Journey of Millennial Science Teachers in Professional Learning Communities: The Learning Action Cells

Jenny Rentura Dedeles; Michelle Y. Acledan

doi:10.36948/ijfmr.2025.v07i06.60730

Pedagogical Journey of Millennial Science Teachers in Professional Learning Communities: The Learning Action Cells

Author(s)	Ms. Jenny Rentura Dedeles, Michelle Y. Acledan
Country	Philippines
Abstract	This study explored the pedagogical journey of millennial science teachers within professional learning communities, also practiced as learning action cells (LAC) in the public school system. Specifically, the researcher investigated their lived experiences, challenges, and insights related to LAC participation. A qualitative approach, utilizing a descriptive phenomenological design, was employed to examine the essential features or essence of their experience with LAC sessions. Data were collected through individual in-depth interviews and a focus group discussion, guided by a researcher-developed interview guide. Using purposive and snowball sampling techniques, eleven individual interviews and one focus group interview session with five participants were conducted. Data analysis utilized Collaizi’s method for descriptive phenomenology studies. Emergent themes describe the essence of experience when participating in the Learning Action Cell (LAC) program of the public school system, perceived as providing a platform for professional growth and skill enhancement, promoting a culture of peer collaboration, structured and organized sessions, strong leadership support and commitment, and relevant and applicable LAC topics. Five themes on the challenges and difficulties in experiencing the LAC sessions were identified: time constraints due to heavy workloads, limitations in instructional resources, administrative challenges, impractical LAC content, and teachers’ resistance to change. Themes on insights gained by millennial science teachers viewed LAC as promoting open-mindedness among science teachers, increasing resource and administrative support, providing regular feedback, empowering peer collaboration, and more practical and focused sessions.
Keywords	science education, learning action cells, professional learning communities, descriptive phenomenology, Philippines
Field	Sociology > Education
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-11-16
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.60730

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Pedagogical Journey of Millennial Science Teachers in Professional Learning Communities: The Learning Action Cells

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