Practices of cultural exchange special education teachers on teacher buddy system: A phenomenological study
List of Authors
  • Benjamin Siy , Melanie M. Tanseco

Keyword
  • Cultural Exchange Special Education Teachers; Teacher Buddy System; Special Education Filipino Teachers

Abstract
  • This comprehensive study examines the practices of the Teacher Buddy System for Cultural Exchange Special Education Teachers, who play a crucial role in addressing the diverse needs of students with disabilities. The system provides a valuable platform for Filipino special education teachers to engage in peer-to-peer support and collaboration with their international counterparts, allowing them to gain insights into international best practices and approaches. Employing a phenomenological research design, the study gathers data through interviews to understand how the Teacher Buddy System influences participants' professional development, cultural competence, and teaching methodologies. It also explores the perceived benefits and challenges experienced by Filipino Special Education Teachers in the Cultural Exchange program. Preliminary findings reveal that the Teacher Buddy System significantly enhances cultural understanding, fosters effective teaching practices, and creates a robust support network among special education teachers. However, challenges related to communication and limited resources persist. The implications of this study are considerable, providing insights into improving the experiences of Cultural Exchange Special Education Teachers and the overall effectiveness of the Teacher Buddy System. The findings underscore the potential of cross-cultural collaboration to enrich mentoring practices, ultimately benefiting students with diverse learning needs. The study concludes with recommendations aimed at strengthening the Teacher Buddy System's sustainability and impact, promoting continuous professional growth, and enhancing cultural competence among Cultural Exchange Filipino special education teachers, thereby supporting their critical role in the education system.

Reference
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