Teachers as builders: professional development and community participation of public school teachers in Metro Manila, Philippines

This research revealed interesting and meaningful insights on how teacher professionalism and community participation are considered sites of dialogue, learning and transformation. This study attempted to provide a more visible representation of the dynamic and inspiring roles of teachers – encompassing classrooms to communities and to the larger society in general. In doing this research, it contributed to building evidence that professionalism as a concept is not only confined in one’s paid work. A qualitative study using interpretive and thematic analysis, this study involved 16 public school teachers from Manila, Philippines. Virtual interviews were conducted where participants shared their experiences of attending professional development courses and their participation in the communities. The results of the study reveal that teachers' professional identities are extended in the communities through their voluntary participation. Vygotsky argued, that teachers, as well as other professionals, develop further because they learn from the different interactions within, and significantly, outside their workplaces. Adult education as a field of study is also an enabler for nurturing actively engaged citizens. Amidst the backdrop of global uncertainty and vulnerability, this research suggested that all professionals could meaningfully contribute to addressing widespread inequality and broadening access to opportunities through a dialogical engagement with communities. In doing so, one’s exercise of professionalism becomes more meaningful.