Michael Wilson I Rosero
Mhawi Rosero obtained his Master of Education in Professional Development of Teachers, focusing on the School Reform Management program from the Department of Professional Development of Teachers, University of Fukui, Japan. His interests include teacher professional development, mother tongue education, linguistics, and language research. He is the Executive Assistant IV at the Department of Education’s Office of the Undersecretary for Curriculum and Teaching.
As an advocate of mother tongue-based multilingual education, he organized and co-organized seminars and workshops on the grammar of Philippine languages, language materials development, and professional development of teachers. He conducted fieldwork in different areas of the Philippines (Leyte in 2011; Benguet in 2012; Ifugao in 2013; Romblon in 2014).
From 2014 to 2018, he worked as a senior research officer (SRO) at the Philippine National Research Center for Teacher Quality (RCTQ), in charge of organizing and analyzing the data gathered from all activities related to the Philippine Professional Standards for Teachers (PPST). He was also involved in reform initiatives that integrated the PPST into DepEd's human resource systems, such as the Results-based Performance Management System (RPMS), career progression policy, and assessors’ program. He worked as a member of the research team that recommended the transformation of the National Educators Academy of the Philippines and was involved in crafting and implementing rules and regulations of RA 11713, Excellence in Teacher Education Act.
He was part of the development team for the Language curriculum under the MATATAG Curriculum. He is also involved in developing the National Reading and Mathematics Programs policy and reviewing the Mother Tongue-based Multilingual Education policy.
Mr. Rosero was a recipient of the 2nd Gawad Parangal para sa Natatanging Milagreno award due to his significant contribution to research on the Masbatenyo language, including the development of working orthography based on his sketch of the language's grammar.
He obtained his Bachelor of Arts in Linguistics from the University of the Philippines Diliman in 2011, where he also worked as a part-time lecturer in the Department of Linguistics at UP Diliman (2013-2014). He has been part of various research projects in social sciences, engineering, speech-language pathology, medical translation, and occupational therapy.
Supervisors: Dr. Irma Peneyra, Dr. Ricardo Ma. Nolasco, Prof Pauline Anne Therese Mangulabnan, Prof Yoshiko Hanbara, Prof Yasmin Mostafa, and Dr. Gina Gonong
As an advocate of mother tongue-based multilingual education, he organized and co-organized seminars and workshops on the grammar of Philippine languages, language materials development, and professional development of teachers. He conducted fieldwork in different areas of the Philippines (Leyte in 2011; Benguet in 2012; Ifugao in 2013; Romblon in 2014).
From 2014 to 2018, he worked as a senior research officer (SRO) at the Philippine National Research Center for Teacher Quality (RCTQ), in charge of organizing and analyzing the data gathered from all activities related to the Philippine Professional Standards for Teachers (PPST). He was also involved in reform initiatives that integrated the PPST into DepEd's human resource systems, such as the Results-based Performance Management System (RPMS), career progression policy, and assessors’ program. He worked as a member of the research team that recommended the transformation of the National Educators Academy of the Philippines and was involved in crafting and implementing rules and regulations of RA 11713, Excellence in Teacher Education Act.
He was part of the development team for the Language curriculum under the MATATAG Curriculum. He is also involved in developing the National Reading and Mathematics Programs policy and reviewing the Mother Tongue-based Multilingual Education policy.
Mr. Rosero was a recipient of the 2nd Gawad Parangal para sa Natatanging Milagreno award due to his significant contribution to research on the Masbatenyo language, including the development of working orthography based on his sketch of the language's grammar.
He obtained his Bachelor of Arts in Linguistics from the University of the Philippines Diliman in 2011, where he also worked as a part-time lecturer in the Department of Linguistics at UP Diliman (2013-2014). He has been part of various research projects in social sciences, engineering, speech-language pathology, medical translation, and occupational therapy.
Supervisors: Dr. Irma Peneyra, Dr. Ricardo Ma. Nolasco, Prof Pauline Anne Therese Mangulabnan, Prof Yoshiko Hanbara, Prof Yasmin Mostafa, and Dr. Gina Gonong
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Papers by Michael Wilson I Rosero
general characteristics of interrogatives in Filipino speech in
terms of pitch, duration and intensity patterns. The speech
corpus developed in this study consisted of recordings of 275
interrogative sentences of different types uttered by 88
individuals. Analysis showed that out of the 5 different types of
interrogatives considered, only the yes-no type exhibits a rising
intonation towards the end of the sentence. Another important
observation from the experiments was the existence of duration
lengthening pattern on either the penultimate or the final syllable
of the sentence. Although intensity patterns do not show a
strongly generalizable result, a minor finding was that the
interrogative particle ‘ba’ often receives the highest intensity
throughout the construction.
This grammatical sketch of Masbatenyo language is another attempt to document the language. It is a short description of the most salient points of the grammar of the language. In undertaking this research, the following objectives have been set: (1) to describe the language based on the actual spoken language; and (2) to depart from the traditional analyses done in the previous studies by providing alternative analyses on the issues found in Philippine languages.
This paper is the first to make a detailed description of the Masbatenyo grammar after Wolfenden’s (2001) brief discussion in his dictionary. This paper presents the basic phonological, morphological and syntactic structures of the language based on both the written and actual spoken language following the framework of discourse-functional grammar.
Hindi na isang makabagong konsepto ang penomenon ng gang. Sa kasaysayan ng India, lumitaw ng halos kasing-aga ng 1200 AD ang salitang thug na tumutukoy sa grupo ng mga kriminal (Thugz) na sumasalanta sa mga pangunahing siyudad ng nasabing bansa. Ang mga miyembro ng Thugz ay may sariling simbolo, mga senyas, ritwal at wika. Samantala ang salitang gang na nagmula sa lumang Norse gangr, ganga na nangangahulugang ‘daan, paglakbay o paglakad ay ginamit nang pagpapangalan sa mga grupo ng kabataan nang halos kasing-aga ng ika-14 na siglo. Masasabi na ang etimolohiyang ito ay nagpapahiwatig na bahagi ng kalakaran ng buhay ng sinaunang pagpapangkat-pangkat o band ang paggala o paglalakbay, bagama’t malayo na ito sa kasalukuyang pagtingin ng gang na mayroon ng ideya na ng teritoryo.
Matagal ng mayroong gang, anuman man ang anyo nito at ito ay bahagi na ng kasaysayan ng tao. Ngunit sa pagpasok lamang ng dekada 80 naagaw ang pansin ng midya at pulitiko ng mga karahasan at suliraning dulot ng gang. Pagdating ng ika-19 at ika-20 siglo naging suliranin na ng bawat pangunahing siyudad sa mundo ang problemang dulot ng gang.
Kasabay ng popularidad ng gang ay ang paglaganap at paglala ng mga suliraning dulot ng mga miyembro nito. Naging popular na tema ito sa mga pag-aaral ng mga dalubhasa at literatura. Subalit nakatuon ang mga isinagawang pag-aaral na ito sa ugat at pinagmulan ng penomenon ng ‘gang’ bilang isang suliraning panlipunan at paglaganap nito partikular na sa mga kabataan. Kaugnay nito ay ang pag-usbong ng mga teorya hinggil sa pag-unlad ng gang, na kung saan ang pagsugpo o paglutas sa suliranin na dulot ng samahang ito ng mga kabataan ang malimit na usapin.
Sa bawat literaturang naisulat hinggil sa gang, negatibo ang lumalabas na pagtingin sa gang. Nabigyang-pansin ng ganitong pagtanaw sa karahasan, at iba pang lihis na gawain ng kabataang miyembro ng gang na umaabot pa sa pagnanakaw, pagpatay, at paggamit ng bawal na gamot. Subalit hindi ito ang buong istorya. Bagama’t may mga ganitong popular na pagtanaw at steryotipo sa gang at buhay-gang, hindi pa rin maaalis ang katotohanang may tungkuling ginagampanan sa lipunan ang gang. Para sa mga miyembro nito, hindi lamang simpleng samahan ng mga magkakaibigan ang gang, ito ang humahalili at gumaganap sa tungkuling dapat ay ginagampanan ng institusyong panlipunan tulad pamilya, relihiyon at paaralan.
Walang istandard na pagpapakahulugan sa salitang gang sa kasalukuyan. May sari-sariling konsepto ng gang at nag-iiba-iba ang pagpapakahulugang ito sa bawat manunulat. Karamihan sa naging pagpapakakahulugang ito ay nakatuon sa mga karahasan at problemang dulot ng mga miyembro ng gang bilang pangunahing katangian ng gang na nag-iiba dito mula sa iba pang uri ng pagpapangkat. Ang ganitong pagtanaw ay hindi nakatuon sa pag-unawa sa tunay na konteksto ng problema kundi sa pagsugpo at pag-alis ng nasabing suliranin.
Ang sulating ito ay isa lamang sa mga naging pagtatangkang unawain ang penomenon ng gang sa mga kabataan. Ito ay preliminaryong pagsusuri sa isang kapansin-pansin at popular na kaganapan sa mga kabataan, partikular na sa mga kabataang Pilipino sa mga nakalipas na taon. Bagama’t marami ng naisulat na pag-aaral tungkol sa gang sa pangkalahatan, wala pang naisasagawang pormal at komprehensibong pag-aaral hinggil sa mga Pinoy gang.
Layunin ng sulating ito na makapagbigay ng isang kongkretong pagsasalarawan ng kung ano ang gang at ang sinasabing buhay-gangster bilang isang pangkalinangang-tanawin sa lipunan at kulturang Pilipino partikular na sa subkultura ng kabataan. Nilalayon nito na mabigyan ng ideya ang mga mambabasa tungkol sa kalagayan ng mga ganitong samahan ng samahan at mga miyembro nito sa lipunan at kulturang Pilipino. Uusisain din ang mga teorya hinggil sa pag-unlad nito at ang iba’t ibang persepsyon dito. Kaugnay nito, nais din ng papel na ito na matukoy ang pinagmulan ng gang at ang dahilan ng paglaganap nito sa Pilipinas.
Titingnan ng sulating ito ang gang bilang isang alternatibong institusyong panlipunan na siyang nagiging takbuhan at kanlungan ng mga miyembrong ito sa mga pagkakataong di nagagampanan ng maayos ng mga nasabing institusyon ang kanilang gampanin. Kaugnay nito, titingnan ang pagsali sa gang bilang pakikipag-ugnayang sosyal na esensyal sa pag-unlad bilang tao. Sa positibong pagtanaw, susuriin ang gang at ang tungkulin na ginagampanan nito sa sosyalisasyon ng mga kabataang Pilipino. Pahapyaw din na tatalakayin ang isa pang lumalaganap na uri ng pangkat ng mga kabataan sa kasalukuyang panahon na nagpapahiwatig na ng paghina ng penomenon ng gang sa kabataan.
A preliminary study of Kana, a Cebuano dialect, has shown that it favors preposed construction under certain conditions which include but are not limited to: a) clitic position and movement; b) setting the scene in a discourse narrative; c) listing of information; d) exclusive contrast. Moreover, the data have shown preference for preposing of A-pronominals and predicate-medial word order tendencies. In this paper, we will examine this further, and demonstrate the implications of this preference in the word order of other Philippine languages namely; Chavacano, Ilokano, Tagalog, and Waray."
There are but a very few researches and studies that have been done on Masbatenyo language. Aside from several instructional and religious materials, there is no other published work on the language. This shows that as a language, Masbatenyo is not a well-researched area in the field of linguistic and there really is a need for further discussion of the said language and the area where it is spoken as first language.
This paper is another attempt to study the language. It is linguistic survey of the municipality of Milagros in the province of Masbate. The researcher intends to present data and information that concern the Masbatenyo language and other languages spoken in Masbate, especially in the municipality of Milagros on a per-barangay basis. The survey has been conducted not only for the main purpose of giving an overview of the languages spoken in the place but also to give an idea of what Masbate and Masbatenyos are.
Masbate is nonetheless still a huge area for one to conduct a survey. For that, this paper will only attempt to interpret data and consequently draw conclusions concerning the languages spoken in the municipality of Milagros in the province of Masbate, and the number of those who speak each as their mother language. The data gathered are from random people, with whom the researcher had no knowledge about, who served as informants and who qualified as such. All data concerning the statistics were obtained from the informants, although preliminary demographic figures were provided by the local office of the National Statistics Office (NSO).
This paper has achieved its purpose mainly through direct interaction with the people of Milagros. Field works, interviews and other researches were done to gather the data needed. Knowledge on Philippine linguistics is also of great help in conducting the survey.
Aside from the statistics, other sections of this paper will deal with the essential information about Masbate in general, Masbatenyo language and the municipality of Milagros.
Drafts by Michael Wilson I Rosero
Preliminary analyses of preposing in Kana and Tagalog have demonstrated asymmetries in types of arguments that can be preposed. Phase-based theory accounts of extraction (Richards & Rackowski, 2002; Aldridge. 2004) have shown that absolutive and oblique DPs can be extracted out of a phase while ergative DPs are barred to undergo such operation because of the Phase Impenetrability Condition (PIC). However, Rosero (2011) has observed that Kana contradicts this prohibition by allowing pronominal arguments to be extracted. Kanarek (2005) also forwarded the same analysis of Tagalog preverbal pronouns. This paper, however, argues that preposing of ergative pronominal has already been grammaticalized in Kana while in Tagalog it remains highly pragmatically-motivated. Furthermore, this paper aims to explore and explain the syntax of pronominal preposing in Kana and Tagalog.
Books by Michael Wilson I Rosero
During my internship at the compulsory education school attached to the University of Fukui and my participation in the activities organized by the Department of Professional Development of Teachers, it has become more evident to me that I obtained an in-depth understanding of a concept or a situation when I talk about them or hear others share their experiences about them. As a learner and observer, I like sharing stories of learning. As a teacher, I feel excited when creating narratives of my presentations and lectures for my audience.
To teach and learn is to communicate and share.
In the following pages, I will explore how effective communication facilitates collaborative and reflective inquiry and why it necessitates structures that allow such inquiry to flow freely. These structures cultivate a learning community where all stakeholders of the teaching and learning process are actively involved, especially the students. A learning community entails that learners think, plan, create, and express themselves and not just listen, copy, or wait for the knowledge to be transmitted. It also means teachers provide them opportunities to inquire, plan and share. It also necessitates a school and, by extension, a professional learning ecosystem, a network of schools and educational institutions, that consider the learners a vital participant in the enterprise of learning.
As you read this record, you would probably be surprised to find out that I am not too fond of teaching. Recently, I have been asking myself why, even though I seem to enjoy learning and observing teachers teach. But what exactly is it that I don't like about teaching? Is it because of the image of a teacher that I have in mind? Or is it because of my experience as a learner? What kind of teacher do I need if I am a learner? What kind of teacher do I want to become if I want to be one?
I hope to find answers to these questions through my personal learning stories and the stories of the teachers and students that I journeyed with for two years in this practice record.
general characteristics of interrogatives in Filipino speech in
terms of pitch, duration and intensity patterns. The speech
corpus developed in this study consisted of recordings of 275
interrogative sentences of different types uttered by 88
individuals. Analysis showed that out of the 5 different types of
interrogatives considered, only the yes-no type exhibits a rising
intonation towards the end of the sentence. Another important
observation from the experiments was the existence of duration
lengthening pattern on either the penultimate or the final syllable
of the sentence. Although intensity patterns do not show a
strongly generalizable result, a minor finding was that the
interrogative particle ‘ba’ often receives the highest intensity
throughout the construction.
This grammatical sketch of Masbatenyo language is another attempt to document the language. It is a short description of the most salient points of the grammar of the language. In undertaking this research, the following objectives have been set: (1) to describe the language based on the actual spoken language; and (2) to depart from the traditional analyses done in the previous studies by providing alternative analyses on the issues found in Philippine languages.
This paper is the first to make a detailed description of the Masbatenyo grammar after Wolfenden’s (2001) brief discussion in his dictionary. This paper presents the basic phonological, morphological and syntactic structures of the language based on both the written and actual spoken language following the framework of discourse-functional grammar.
Hindi na isang makabagong konsepto ang penomenon ng gang. Sa kasaysayan ng India, lumitaw ng halos kasing-aga ng 1200 AD ang salitang thug na tumutukoy sa grupo ng mga kriminal (Thugz) na sumasalanta sa mga pangunahing siyudad ng nasabing bansa. Ang mga miyembro ng Thugz ay may sariling simbolo, mga senyas, ritwal at wika. Samantala ang salitang gang na nagmula sa lumang Norse gangr, ganga na nangangahulugang ‘daan, paglakbay o paglakad ay ginamit nang pagpapangalan sa mga grupo ng kabataan nang halos kasing-aga ng ika-14 na siglo. Masasabi na ang etimolohiyang ito ay nagpapahiwatig na bahagi ng kalakaran ng buhay ng sinaunang pagpapangkat-pangkat o band ang paggala o paglalakbay, bagama’t malayo na ito sa kasalukuyang pagtingin ng gang na mayroon ng ideya na ng teritoryo.
Matagal ng mayroong gang, anuman man ang anyo nito at ito ay bahagi na ng kasaysayan ng tao. Ngunit sa pagpasok lamang ng dekada 80 naagaw ang pansin ng midya at pulitiko ng mga karahasan at suliraning dulot ng gang. Pagdating ng ika-19 at ika-20 siglo naging suliranin na ng bawat pangunahing siyudad sa mundo ang problemang dulot ng gang.
Kasabay ng popularidad ng gang ay ang paglaganap at paglala ng mga suliraning dulot ng mga miyembro nito. Naging popular na tema ito sa mga pag-aaral ng mga dalubhasa at literatura. Subalit nakatuon ang mga isinagawang pag-aaral na ito sa ugat at pinagmulan ng penomenon ng ‘gang’ bilang isang suliraning panlipunan at paglaganap nito partikular na sa mga kabataan. Kaugnay nito ay ang pag-usbong ng mga teorya hinggil sa pag-unlad ng gang, na kung saan ang pagsugpo o paglutas sa suliranin na dulot ng samahang ito ng mga kabataan ang malimit na usapin.
Sa bawat literaturang naisulat hinggil sa gang, negatibo ang lumalabas na pagtingin sa gang. Nabigyang-pansin ng ganitong pagtanaw sa karahasan, at iba pang lihis na gawain ng kabataang miyembro ng gang na umaabot pa sa pagnanakaw, pagpatay, at paggamit ng bawal na gamot. Subalit hindi ito ang buong istorya. Bagama’t may mga ganitong popular na pagtanaw at steryotipo sa gang at buhay-gang, hindi pa rin maaalis ang katotohanang may tungkuling ginagampanan sa lipunan ang gang. Para sa mga miyembro nito, hindi lamang simpleng samahan ng mga magkakaibigan ang gang, ito ang humahalili at gumaganap sa tungkuling dapat ay ginagampanan ng institusyong panlipunan tulad pamilya, relihiyon at paaralan.
Walang istandard na pagpapakahulugan sa salitang gang sa kasalukuyan. May sari-sariling konsepto ng gang at nag-iiba-iba ang pagpapakahulugang ito sa bawat manunulat. Karamihan sa naging pagpapakakahulugang ito ay nakatuon sa mga karahasan at problemang dulot ng mga miyembro ng gang bilang pangunahing katangian ng gang na nag-iiba dito mula sa iba pang uri ng pagpapangkat. Ang ganitong pagtanaw ay hindi nakatuon sa pag-unawa sa tunay na konteksto ng problema kundi sa pagsugpo at pag-alis ng nasabing suliranin.
Ang sulating ito ay isa lamang sa mga naging pagtatangkang unawain ang penomenon ng gang sa mga kabataan. Ito ay preliminaryong pagsusuri sa isang kapansin-pansin at popular na kaganapan sa mga kabataan, partikular na sa mga kabataang Pilipino sa mga nakalipas na taon. Bagama’t marami ng naisulat na pag-aaral tungkol sa gang sa pangkalahatan, wala pang naisasagawang pormal at komprehensibong pag-aaral hinggil sa mga Pinoy gang.
Layunin ng sulating ito na makapagbigay ng isang kongkretong pagsasalarawan ng kung ano ang gang at ang sinasabing buhay-gangster bilang isang pangkalinangang-tanawin sa lipunan at kulturang Pilipino partikular na sa subkultura ng kabataan. Nilalayon nito na mabigyan ng ideya ang mga mambabasa tungkol sa kalagayan ng mga ganitong samahan ng samahan at mga miyembro nito sa lipunan at kulturang Pilipino. Uusisain din ang mga teorya hinggil sa pag-unlad nito at ang iba’t ibang persepsyon dito. Kaugnay nito, nais din ng papel na ito na matukoy ang pinagmulan ng gang at ang dahilan ng paglaganap nito sa Pilipinas.
Titingnan ng sulating ito ang gang bilang isang alternatibong institusyong panlipunan na siyang nagiging takbuhan at kanlungan ng mga miyembrong ito sa mga pagkakataong di nagagampanan ng maayos ng mga nasabing institusyon ang kanilang gampanin. Kaugnay nito, titingnan ang pagsali sa gang bilang pakikipag-ugnayang sosyal na esensyal sa pag-unlad bilang tao. Sa positibong pagtanaw, susuriin ang gang at ang tungkulin na ginagampanan nito sa sosyalisasyon ng mga kabataang Pilipino. Pahapyaw din na tatalakayin ang isa pang lumalaganap na uri ng pangkat ng mga kabataan sa kasalukuyang panahon na nagpapahiwatig na ng paghina ng penomenon ng gang sa kabataan.
A preliminary study of Kana, a Cebuano dialect, has shown that it favors preposed construction under certain conditions which include but are not limited to: a) clitic position and movement; b) setting the scene in a discourse narrative; c) listing of information; d) exclusive contrast. Moreover, the data have shown preference for preposing of A-pronominals and predicate-medial word order tendencies. In this paper, we will examine this further, and demonstrate the implications of this preference in the word order of other Philippine languages namely; Chavacano, Ilokano, Tagalog, and Waray."
There are but a very few researches and studies that have been done on Masbatenyo language. Aside from several instructional and religious materials, there is no other published work on the language. This shows that as a language, Masbatenyo is not a well-researched area in the field of linguistic and there really is a need for further discussion of the said language and the area where it is spoken as first language.
This paper is another attempt to study the language. It is linguistic survey of the municipality of Milagros in the province of Masbate. The researcher intends to present data and information that concern the Masbatenyo language and other languages spoken in Masbate, especially in the municipality of Milagros on a per-barangay basis. The survey has been conducted not only for the main purpose of giving an overview of the languages spoken in the place but also to give an idea of what Masbate and Masbatenyos are.
Masbate is nonetheless still a huge area for one to conduct a survey. For that, this paper will only attempt to interpret data and consequently draw conclusions concerning the languages spoken in the municipality of Milagros in the province of Masbate, and the number of those who speak each as their mother language. The data gathered are from random people, with whom the researcher had no knowledge about, who served as informants and who qualified as such. All data concerning the statistics were obtained from the informants, although preliminary demographic figures were provided by the local office of the National Statistics Office (NSO).
This paper has achieved its purpose mainly through direct interaction with the people of Milagros. Field works, interviews and other researches were done to gather the data needed. Knowledge on Philippine linguistics is also of great help in conducting the survey.
Aside from the statistics, other sections of this paper will deal with the essential information about Masbate in general, Masbatenyo language and the municipality of Milagros.
Preliminary analyses of preposing in Kana and Tagalog have demonstrated asymmetries in types of arguments that can be preposed. Phase-based theory accounts of extraction (Richards & Rackowski, 2002; Aldridge. 2004) have shown that absolutive and oblique DPs can be extracted out of a phase while ergative DPs are barred to undergo such operation because of the Phase Impenetrability Condition (PIC). However, Rosero (2011) has observed that Kana contradicts this prohibition by allowing pronominal arguments to be extracted. Kanarek (2005) also forwarded the same analysis of Tagalog preverbal pronouns. This paper, however, argues that preposing of ergative pronominal has already been grammaticalized in Kana while in Tagalog it remains highly pragmatically-motivated. Furthermore, this paper aims to explore and explain the syntax of pronominal preposing in Kana and Tagalog.
During my internship at the compulsory education school attached to the University of Fukui and my participation in the activities organized by the Department of Professional Development of Teachers, it has become more evident to me that I obtained an in-depth understanding of a concept or a situation when I talk about them or hear others share their experiences about them. As a learner and observer, I like sharing stories of learning. As a teacher, I feel excited when creating narratives of my presentations and lectures for my audience.
To teach and learn is to communicate and share.
In the following pages, I will explore how effective communication facilitates collaborative and reflective inquiry and why it necessitates structures that allow such inquiry to flow freely. These structures cultivate a learning community where all stakeholders of the teaching and learning process are actively involved, especially the students. A learning community entails that learners think, plan, create, and express themselves and not just listen, copy, or wait for the knowledge to be transmitted. It also means teachers provide them opportunities to inquire, plan and share. It also necessitates a school and, by extension, a professional learning ecosystem, a network of schools and educational institutions, that consider the learners a vital participant in the enterprise of learning.
As you read this record, you would probably be surprised to find out that I am not too fond of teaching. Recently, I have been asking myself why, even though I seem to enjoy learning and observing teachers teach. But what exactly is it that I don't like about teaching? Is it because of the image of a teacher that I have in mind? Or is it because of my experience as a learner? What kind of teacher do I need if I am a learner? What kind of teacher do I want to become if I want to be one?
I hope to find answers to these questions through my personal learning stories and the stories of the teachers and students that I journeyed with for two years in this practice record.