Classroom Applications: Understanding the Impact of Professional Development on Teacher Instructional Practices

Abstract

This qualitative study explores teachers’ experiences with two distinct professional development (PD) approaches: experimental learning and traditional PD programs. Drawing on semi-structured interviews, focus groups, and classroom observations, the study investigates how each approach impacts teachers' professional growth, engagement, and instructional practices. Twenty teachers from two private schools in the Philippines participated, with ten attending an experimental learning-based PD program and ten attending a traditional PD program. Thematic analysis revealed that teachers in the experimental learning group reported higher engagement, hands-on participation, and opportunities for reflection, which translated into more confident and practical application of new teaching strategies. In contrast, participants in the traditional PD group described their experiences as passive and found it challenging to apply the content to their classroom practices. The findings suggest that experimental learning, with its focus on active engagement and reflection, is more effective in promoting meaningful professional development and classroom impact. Traditional PD, while informative, would benefit from integrating more interactive elements to enhance its relevance and applicability. This study highlights the importance of experiential learning in teacher PD and calls for further research into its long-term effects on teacher performance and student outcomes.