WORKPLACE LEARNING AND PROFESSIONAL IDENTITY FORMATION: THE VIEWS AND LIVED EXPERIENCES OF BASIC EDUCATION TEACHERS IN LUCENA CITY ON REFLECTIVE PRACTICES, PEER COLLABORATION, AND INSTRUCTIONAL IMPROVEMENT

Abstract

This study examined workplace learning and professional identity formation by exploring the views and lived experiences of basic education teachers in relation to reflective practices, peer collaboration, and instructional improvement. A qualitative research approach was employed, specifically Interpretative Phenomenological Analysis (IPA) following Jonathan A. Smith, Paul Flowers, and Michael Larkin (2009), which focuses on the interpretative exploration of participants’ experiences. The participants comprised 12 basic education teachers from the Department of Education (DepEd) in Lucena City, with equal representation from Key Stage 1 and Key Stage 2, and two teachers selected per grade level. The study was conducted at selected elementary schools in Lucena City. The findings revealed that reflective practice enhances teachers’ self-awareness and informs instructional decision-making, while peer collaboration promotes shared learning, emotional support, and continuous professional growth. Instructional improvement emerged as a transformative outcome, enabling teachers to refine their teaching strategies and increase learner engagement. Workplace learning was found to be influenced by personal values, institutional structures, and socio-cultural contexts, although it is often constrained by time limitations, workload demands, and limited resources. Despite these challenges, these factors collectively contribute to the development of teacher competence, resilience, and collaborative practices, ultimately leading to improved teaching effectiveness and positive learner outcomes across different career stages. It is recommended to strengthen reflective practices, reduce workload demands, and enhance collaboration through mentoring, structured peer activities, and the cultivation of an inclusive professional culture. Additionally, providing adequate resources, technology, and training is essential to support instructional improvement. Encouraging teacher engagement in innovation is also vital. Future studies may examine the long-term impacts of workplace learning across diverse educational contexts.