Abstract
Education is a prerequisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. To prepare efficient teachers in the 21st century, teacher educators need to be constantly top-notch in their profession. As a way of dealing with this problem, this Qualitative research aimed to explore the perspectives of teachers using technology. Also, this study involved purposive sampling of 12 teachers from the selected public schools in the six districts of Manila. Furthermore, data from this study were used as a framework for developing the Continuing Professional Development (C.P.D.). Data were gathered through online survey forms and face-to-face online interviews utilizing the researcher-made guide questions. The perceived responses were then carefully described and analyzed. The findings of the study revealed that the collective themes emphasize the importance of reflection, critique, and personal voice in the generative change model for technology integration in teacher professional development (CPD). This approach fosters individual teacher growth and innovation by encouraging reflection and introspection to develop a deeper understanding of technology use and more effective teaching strategies, providing, and receiving critique to refine and improve practice, empowering teachers to advocate for necessary changes and resources through leveraging their personal voice. Overall, this holistic approach promotes innovative CPD strategies that are responsive to the evolving landscape of educational technology.
