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ABSTRACT

Teachers of Jesuit Colleges share a common educational paradigm based on Ignatian Pedagogy highlighting the cyclical process of context, experiment, reflection, action, and evaluation. To successfully implement the Ignatian Pedagogy Paradigm, teachers must be sensitive to their own experiences, attitudes, and opinions.  Ignatian Pedagogy Paradigm can help teachers in their teaching experiences. However, previous studies have not yet studied the integration of Ignatian Pedagogy, especially collective shared values, in teachers’ identity construction. Therefore, this research investigated the effectiveness of the mastery of collective shared values on teacher’s professional development. This study employed critical incident technique design, using a semi-structured interview with three experienced teachers. The result shows that the teachers shared similar reflections on the shared values (honesty, respect, and willingness to do more) upon their critical incidents throughout their teaching experiences. however, the extent to which each teacher reflected the critical incidents was not the same, and Two teachers were able to dig out deeper into the fundamental aspects of the shared values. The ability to contextualize critical incidents with collective shared values is essential in establishing a positive community in an educational institution where teachers support each other and solve problems collaboratively to attain the shared goals.

critical incident; shared value; Ignatian Pedagogy Paradigm