<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Joy Mosquiter Bentoy</style></author><author><style face="normal" font="default" size="100%">Alfeo Ballares Tulang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A FRAMEWORK ON TEACHING COMPETENCE OF ALTERNATIVE LEARNING SYSTEM MATHEMATICS TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">alternative learning system</style></keyword><keyword><style  face="normal" font="default" size="100%">educational support</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">multilevel analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843270</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is limited research on the teaching competence of mathematics teachers in the Philippines Alternative Learning System (ALS). This study examined how the individual, institutional, and contextual factors influence the teaching competence of ALS mathematics teachers. A survey research with a quantitative, descriptive-correlational research design was used, involving 114 ALS mathematics teachers from the six (6) school divisions of the Department of Education (DepEd) in Region XI, Southern Philippines, selected through stratified random sampling. Guided by Bronfenbrenner's Bioecological Theory and Bandura's Self-Efficacy Theory, the study utilized multilevel analysis to account for the hierarchical structure of the data. Results of the multilevel analyses showed that mathematics teaching efficacy, mentorship, collaborative teaching, and community linkages significantly predicted teaching competence. The findings shed light on the key factors that shape teaching competence in ALS, linking teaching competence to a combination of individual teaching skills and institutional support. This study provides policymakers, program managers, and educational leaders with evidence-based information to support quality mentoring and collaborative teaching and to design context-responsive educational support. The findings have potential application in designing high-quality professional development activities to improve teaching competence in non-formal education environments.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">259-276</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Milena   Kerndl</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ COMPETENCE FOR DEVELOPING READER’S RECEPTION METACOGNITION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">horizon of expectation</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728008.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self awareness including awareness of ourselves as learners helps us to learn more effectively. Also metacognition on self awareness of readers helps the reader to reconstruct a deeper understanding of a text, he is reading. Different kind of texts needs different reading strategies and consequently different ways of metacognitive thinking, which have to be developed in the frame of school curriculum. Literature curriculum should in this context develop reader’s reception metacognition. The article draws upon research currently being undertaken in Slovene schools on teachers’ competence to develop the readers’ reception metacognition of children as readers in schools. It presents the results of the study, where the lack of knowledge about reader’s reception metacognition and the lack of knowledge about the strategies for developing reader’s reception metacognition were established. The article also presents the results of teachers training course for developing reader’s reception metacognition on teacher’s competence for developing reader’s reception metacognition.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">52-61</style></section></record></records></xml>