Bridging the Pedagogical Practice Gap: Basis for Curriculum Alignment

This study explored the lived experiences of teachers regarding the gap between pedagogical skills acquired in professional development (PD) programs and their actual application inside the classroom. Using a phenomenological approach, the study aimed to understand how teachers perceive this practice gap, the challenges they encounter, and how PD can be improved to better support classroom realities. Semi-structured interviews were conducted with purposively selected teachers who have participated in multiple PD programs. The participants consisted of nine (9) teachers from Saint Jude Catholic School in Manila, Philippines. The collected data were transcribed, coded, and analyzed thematically according to the framework proposed by Moustakas (1994). Significant statements were identified and organized into core themes reflecting the participants' shared experiences. The findings revealed that the primary factors contributing to the gap include resource and environmental constraints, time and workload demands, student-related factors, and the mismatch between PD content and actual classroom conditions. In terms of teachers’ perceptions, PD was found to be most effective when it was practical, engaging, and contextually relevant, while misalignment with classroom realities reduced its usefulness. Teachers were also found to actively adapt and modify PD strategies, demonstrating flexibility and reflective practice in response to diverse learner needs. The study further highlighted that effective PD should move beyond theoretical instruction and instead provide sustained support, including mentoring, coaching, and access to resources. Based on these findings, a recommendation was formulated using the B.R.I.D.G.E. Model for PD design and implementation. This recommendation emphasized practical, contextualized learning; needs-based, responsive design; teacher flexibility and reflective practice; sustained support systems; the provision of resources; and continuous monitoring and improvement. Overall, the findings suggested that bridging the gap between professional development and classroom practice requires a holistic, context-sensitive approach that aligns training with the realities of teaching.