Exploring Filipino Science Teachers' Meta-Strategic Knowledge In Differentiating Instruction In International Classrooms

Abstract

This phenomenological study explored Filipino science teachers’ experiences in applying meta-strategic knowledge in international classrooms, its significance in differentiation, the contextual factors influencing its application, and their reflective insights. Utilizing a qualitative phenomenological approach, data were gathered through semi-structured interviews with six Filipino science teachers teaching in international or multicultural settings in New Mexico, USA. Data were analyzed using thematic analysis guided by Moustakas' framework, including horizontalization, clustering of meanings, and synthesis of themes. Findings revealed that teachers experience meta-strategic knowledge as a dynamic, self-regulatory, and context-sensitive instructional competence that guides planning, decision-making, adaptation, and reflection. Teachers described designing differentiated lessons with multiple access points, selecting strategies based on evidence of student learning, and adapting instruction in real time when students show confusion or misconceptions. Meta-strategic knowledge was also viewed as essential for inclusive differentiation, enabling teachers to support diverse learners and ensure access to rigorous content. Its enactment was influenced by contextual factors such as learner diversity, institutional expectations, curriculum requirements, and resource availability. Teachers further reported that meta-strategic knowledge develops through professional experience and reflective practice, becoming internalized as guiding principles shaping their professional identity. Based on these findings, the study proposes the Meta-Strategic Knowledge for Differentiated Teaching in International Classrooms (MSK-DTIC) Framework, a four-domain cyclical process consisting of Intentional Design, Evidence-Based Decision Making, Responsive Adaptation, and Reflective Reconstruction, with implications for teacher education and professional development.