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The study used the TPACK (Technological Pedagogical Content Knowledge) framework to determine the STEM (Science Technology Engineering Mathematics) teachers' experiences and practices. Data were sourced through interviews, classroom observations and document analysis from purposively selected 106 STEM teachers (from randomly identified universities/colleges of the 17 regions of the country). Three frameworks: Policies Standards and Guidelines (PSGs), Philippine Professional Standards for Teachers (PPST) and TPACK guided the analysis of the qualitative data. Exploratory design developed the visualization for the three education domains (pedagogy, assessment and technology integration) that represent teachers' experiences and practices. Findings revealed that teachers characterized the unique attributes of the domains defining the individual visualizations of these education domains. Re-thematization provided an image for the Philippine Higher Education Responsive Model (PHERM) which showed that STEM teachers develop one knowledge construct of TPACK at a time, the last being integrating technology. The developed model of STEM teachers' experiences and practices is envisioned to track and enhance the competencies of teachers to deliver 21st century-skilled STEM workforce for the Philippines. [Note: The page range (237-256) shown on the PDF is incorrect. The correct page range is 233-252.]

The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized equitable participation dislodging imbalance of power, while process highlighted PAR cycle: planning, acting, reflecting and discussing. Finally, the product: co-learners, and emancipated participants who co-developed lesson exemplars in STEAM. Results further reveal that the participants successfully crafted Lesson Exemplars in their chosen STEAM topic exemplifying the principles of TPCK (technological, pedagogical, content knowledge). Pilot tests (using Action Research) show how the STEAM teachers highly engaged the learners. As TPDP, PAR may achieve teacher quality and quality STEAM education in the country and may adapt micro-credentialing to fully structuralize capability building programs.

The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers' best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.

This study determined the self-professed proficiency of Philippine higher education (PHE) teachers of science, technology, engineering, agri/fisheries, and mathematics (STEAM) disciplines. Through the lens of technological pedagogical content knowledge (TPACK) framework and the standards of teaching the disciplines in STEAM in advance and higher learning as spelled out in the indicators of proficiency used in this research, the study informed the status of teacher quality in the different disciplines of STEAM. Sampled (Tier 1: stratified random sampling for 156 schools; Tier 2: complete enumeration) 1940 teachers (representing the different STEAM disciplines) took the online survey in January-December 2018. Selected teachers from the set provided interviews and classroom observations for data triangulation. Data analysis (i.e. programmed scoring framework, descriptive statistics, percentile rank, and t-test) determined that self-rated proficiency defined their competence. In terms of the aforementioned framework and standard, they perceived themselves as "Highly Proficient to Distinguished" teachers. The qualitative data worked with these findings, but some coupled with student achievement (through licensure performance) revealed that teachers may have over-rated themselves. Males and females do not register significant differences in their perception of proficiency. School type (private and government-owned) do not index significant differences as well, except in Community Linkages and TPACK as a whole. These findings may inform policy creation to build a stronger Philippine Workforce 4.0. In fact, the tool (proficiency instrument) may be envisioned to initiate a highly structured micro-credentialing system of STEAM education in the country. [ABSTRACT FROM AUTHOR]

Iusse: The strategies adopted during COVID19 emergencies by two different hospitals in the Lazio Region are presented: S. Maria Goretti Hospital (SMGH) directly managed by the ASL Latina, hub and centre of the Emergency Department, and Cristo Re Classified Hospital (CRH), accredited in the territory of the ASL Roma1. Description of the problem: SMGH has been identified as COVID19 Intervention Hospital. CRH initially was a No-COVID support structure, then included in the COVID19 network. During the COVID19 emergency, the directors of both hospitals had to simultaneously ensure activity as usual, COVID19 recovery and risk management. Results: SMGH, while continuing the emergency, oncological, pregnancy, paediatrics and outpatient activities, COVID19 patients was isolated on 7 different floors/areas. Moreover was defined: chain of command; clinical admission criteria; COVID19 multi-professional and support teams, roles, skills and specific training; health surveillance; environmental hygiene, safety paths/procedures, vaccinal center and much more. CRH, while continuing minimum programmed activities to reduce waiting lists, in the first epidemic phase was created 4 tensile structures for Pre-triage and COVID pathways, respiratory isolation area for supsected patient; transfer admission for emergency networks, clean-dirty pathway. Moreover in the second phase, was activated beds of COVID19 network and 4 technical beds OBI; the ‘Walk-in’ for antigenic testing, with molecular confirmation <24h and infectious counselling; multi-disciplinary and specialist support teams, training courses, health surveillance, vaccinal center and much more. Lessons: During COVID19 pandemic, risk management skills linked to the technical-organisational strategy of hospital directors, making it possible to reprogramme their structure in a short period of time with flexibility and resilience of the whole organization. [ABSTRACT FROM AUTHOR]