Archives

  • Partuat Journal
    Vol. 1 No. 1 (2025)

    ABOUT THE JOURNAL


    The word Partuat is an Iluko term which means production, craft, or creation. Among the processes of cognition, creation is one of the highest expressions of knowledge that goes beyond mere making. Partuat: Journal of Living Traditions and Teacher Education is a peer-reviewed publication that seeks to highlight the analysis and understanding of the living traditions of Indigenous Peoples. It aims to publish research that not only deepens appreciation of cultural knowledge but also translates insights into data-driven educational policies for the improvement of Indigenous Peoples Education. As a scholarly space, Partuat bridges tradition and innovation. It provides educators, researchers, and community leaders with knowledge and perspectives that honor Indigenous heritage while advancing relevant and future-ready education.

  • SILIP-SALIKSIK: ANG PAGPAPALAYOK SA LUNGSOD NG PASIG TUNGO SA PAGBUO NG PAHINARYA
    Vol. 1 No. 01 (2025)

    Trisha Mae G. Abonita, Feliah Jossa B. Acosta, Flordeliza E. Giron, Ma. Angelica T. Macanas, Ruth Angel M. Ombao, Jayson P. Denaga*
    Filipino Department, College of Education, Rizal Technological University
    *College of Arts and Sciences, Rizal Technological University

    Nang maging ganap na Lungsod ang Pasig ay tila naging hudyat din ito ng pagsisimula ng modernisasyon dito. Kaakibat ang mga pagbabagong nagbunsod sa dahan-dahang pagkawala ng kultura ng pagpapalayok sa Siyudad. May kakulangan din sa mga materyal na sanggunian at pananaliksik na pumapaksa rito na naging dahilan upang unti-unti itong makalimutan. Bilang tugon, layunin ng pag-aaral na silipin, saliksikin, at tipunin ang mga kuwentong oral hinggil sa kultura ng pagpapalayok para muling maipakilala sa pamamagitan ng pahinarya. Nakasandig ito sa Kuwalitatib-Deskriptib na saliksik na ginamitan ng Semi-Structured Interview at sinuri gamit ang Triangulation Sources. Ang nakapanayam ay mga dating magpapalayok at batid ang kulturang nagmula sa mga Barangay ng Buting, Maybunga, at Rosario na pinagsimulan at sentro ng palayukan noon. Sa paggalugad, naitalang mayroon pang magpapalayok sa Barangay Maybunga. Sa pamamagitan ng mga kuwentong oral, natuklasan ang proseso, materyales, simbolo ng babaeng manggagawa at palayok. Ang mga ito ay isinatitik, binigyang-interpretasyon, at inilapat sa pahinaryang binuo. Ito ay may malaking kontribusyon sa lokal na kaalamang pangkultura sa Lungsod ng Pasig. Kaya, ang pagtuklas sa kasaysayan at paggamit ng teknolohiya ay magbibigay ng kaalaman sa kasalukuyan at susunod pang henerasyon.


    Mga Susing Salita: kultura, kuwentong oral, pagpapalayok, at palayok.

  • LEARNING SYSTEMS OF AYANGAN AND TUWALI TRIBES: BASIS FOR LOCALIZATION AND INDIGENIZATION OF INDIGENOUS PEOPLES EDUCATION (IPEd) CURRICULUM
    Vol. 1 No. 1 (2025)

    Cezar G. De Gracia1, Carlito G. Miguel2
    1 Teacher III, Wigan Integrated School – High School Department, Wigan, Cordon, 3312, Isabela,Philippines
    2 Faculty of Teacher Development, Philippine Normal University, North Luzon, 3306, Isabela,
    Philippines

    This study examined the indigenous learning systems of the Ayangan and Tuwali tribes in Region II as a basis for localizing and indigenizing the Indigenous Peoples Education (IPED) curriculum. Guided by a qualitative ethnographic and participatory design, the research involved elders, teachers, students, parents, and community leaders through interviews, focus group discussions, and participant observation. Thematic analysis revealed that oral traditions, rituals, cooperative labor, ecological practices, indigenous mathematics, and herbal medicine are integral to intergenerational learning. Findings show that while some traditional practices may be harmful and should be discouraged, many others provide valuable contexts for culturally relevant education. The study emphasizes the use of the mother tongue, the preservation of oral literature, and the integration of constructive cultural practices into classroom instruction. Recommendations include teacher training, heritage documentation, community participation, and policy support to strengthen a culture-based IPED curriculum that sustains identity and improves learning outcomes.


    Keywords: Ayangan, Indigenous Knowledge Systems and Practices (IKSP), Indigenous Peoples
    Education (IPED) Localization, Tuwali

  • EXPLORING CULTURAL COMPETENCE OF PNUNL PRE-SERVICE TEACHERS
    Vol. 1 No. 1 (2025)

    Richard R. Guiab1, Virgilio F. Reyes, Jr.2, Agnes S. Reyes, PhD3
    1 Head, HRMDU, Philippine Normal University North Luzon, 3306, Isabela, Philippines
    2 Head, EALIU, Philippine Normal University North Luzon, 3306, Isabela, Philippines
    3 Executive Director, Philippine Normal University North Luzon, 3306, Isabela, Philippines

    This study evaluates the cultural competence of preservice teachers across four programs at Philippine Normal University North Luzon: Bachelor in Social Science Education (BSSE), Bachelor in Science Education (BSE), Bachelor in Physical and Health Education (BPHE), and Bachelor in Filipino Education (BFE). Using a comprehensive assessment across four dimensions—Cultural Awareness, Cultural Knowledge, Cultural Skills, and Overall Mean—the study finds that BFE preservice teachers exhibit the highest levels of cultural competence, with notable strengths in cultural awareness and knowledge. The BSE program ranks highest in cultural knowledge, while BPHE shows lower scores in both cultural knowledge and skills, particularly in adapting to diverse situations. Although ratings indicate generally strong competence (‘Always/Very well’), variations reveal program-specific gaps. Recommendations include enhancing curriculum integration, professional development, and community partnerships for faculty, increasing adaptability training, diverse field experiences, and reflective practices for preservice teachers. These steps aim to ensure all programs effectively prepare preservice teachers for diverse educational environments.

    Keywords: cultural competence, pre-service teachers, awareness, knowledge, skills.

  • NO STUDENT LEFT BEHIND: AN EXPLORATORY STUDY ON STUDENTS AT RISK OF SPECIFIC LEARNING DIFFICULTIES (SpLD) IN PUBLIC ELEMENTARY SCHOOLS
    Vol. 1 No. 1 (2025)

    Keith Ivy N. Aggasid, RGC, RPm., Myra B. Generoso, LPT, RPm, RGC.,andCarla Nicole A. Ventura, RPm.
    Students of Graduate Studies of Department of Psychology, Institute of Arts and Sciences, Far Eastern University, Nicanor Reyes Sr, Street, Sampaloc, Manila, 1008 Metro Manila

            Children may be at risk for learning difficulties due to various factors, though this does not necessarily confirm the presence of a disorder. This study aimed to gather baseline data on students in public elementary school potentially experiencing Specific Learning Difficulties (SpLD). The objectives were: a) to identify SPLD areas where children are at-risk; b) examine differences in risk across SpLD areas by sex; and c) examine differences in risk across SpLD areas by grade level. Results revealed that students are at risk in multiple SpLD areas, with statistically significant differences observed. When grouped by sex and grade level, pupils were found to be at risk in all domains except gross and motor. Gathering baseline data is essential in recognizing potential learning difficulties and appropriate support can significantly improve outcomes for children at risk and help them overcome or mitigate the effects of learning difficulties.

    Keywords: At-risk students, elementary education, intervention strategies, public elementary schools, Specific Learning Difficulties (SpLD)

  • CENAMA (CEbuano – siNAma) MOBILE ANDROID-APP TRANSLATORWITH SPEECH CONVERSION FOR TOTOLAN ELEMENTARY SCHOOL
    Vol. 1 No. 1 (2025)

    Rico L. Batistis, Loyd Vincent T. Butron, Nicka R. Aliwanag, John Edward E. Vallespin, and Deanne Cameren P. Evangelista
    Computer Engineering Department, College of Engineering, Architecture and Industrial Design, Bohol Island State University (BISU)–Main Campus , Tagbilaran City, Bohol, 6300 Philippines

    This study developed a CENAMA (Cebuano-Sinama) Mobile Android-App Translator with speech conversion that can translate basic Sinama to Cebuano and vice versa to address the linguistic needs of non-Sinama and Sinama speakers. The experimental study was conducted at Totolan Elementary School. This document lists common words and phrases collected among the Badjao people. The results showed that the translator pronounces words through text-to-text translation and text-to-speech conversion features with 100% accuracy. Some of the recommendations include User Interface, availability on IOS, and inclusion of a Filipino and English Translator. Furthermore, the study was utilized to improve the educational experience and promote an inclusive environment for teachers and students, improving the clarity and ease of language translation and facilitating efficient communication. This study presents a significant step towards overcoming the longstanding linguistic division of the Cebuano- Bisaya and Badjao communities in Totolan, Dauis, Bohol.

    Keywords: Android Application, Badjao, CENAMA Translator with speech conversion, Language Barrier, Sinama.

  • OJS xml
    Vol. 555 No. 666 (2025)

  • OJS xml
    Vol. 841 No. 9698 (2023)