Author
Ruby Lalinjaman Armada, Ed.D.*
Cebu Normal University Main Campus
Cebu City, Philippines
Abstract
A professional development framework is fundamentally indispensable in the context of science education, where out-of-field teaching is prevalent. With OOF teachers filling in the gaps to deliver content in the actual classroom, a structured professional development program can systematically address science content gaps, pedagogical challenges, and affective barriers. The practice of out-of-field science teaching has institutional implications not only for teacher identity and instructional quality but also for student learning outcomes and achievement. Within the Philippine education system, quality education is at the core principle of the K to 12 Basic Education program (RA 10533), and the Philippine Professional Standards for Teachers (DO 42, s. 2017) recognizes the importance of continuing professional development of teachers and the role of teacher quality towards learner achievement. This legal framework and professional guideline explicitly articulate a high standard for teacher quality and student literacy; however, the persistence of OOF science teaching proved otherwise and substantiated institutional and policy constraints. A professional development framework becomes necessary to reconcile the ideal standard with the current status quo in the educational landscape. This study aimed to develop, implement, and evaluate a professional development framework for out-of-field science teachers using the ADDIE model for the key processes. A Developmental Research Design was utilized in this study with the four different phases (Analysis, Design and Development, Implementation, and Evaluation). The study was carried out with the help of OOF science teachers and their students. The study developed the Acquisition-Capacitation-Optimization (ACO) Professional Development Framework, which promoted OOF science teachers’ competence and students’ performance. Thus, it is recommended that the ACO Framework be implemented with larger cohorts, expanded on a broader scale to cover wider topics in science and other domains, and further examined through cross-cultural validation.
Keywords: Professional development, professional development framework, Science education, Out-of-field Science teaching, Out-of-field teachers.
*Corresponding author
DOI: http://doi.org/10.69651/AJHMS01036
Recommended citation:
Armada, R. L. (2026). Validation of Acquisition-Capacitation-Optimization (ACO) professional development framework for Out-of-Field Science teachers. ASEAN Journal of Humanities and Multidisciplinary Studies, 1(3), 80-103. http://doi.org/10.69651/AJHMS01036
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