This study provides an overview of the current K-12 music education practices in the Philippines. Data were primarily collected through individual interviews with music teachers working in public and private schools as well as university music professors (N=24). Government documents were also consulted. Inductive coding was used to qualitatively analyze the transcripts of the interviews. Results indicated teachers have inconsistent access to materials, instruments and professional development based on their schools’ financial resources and proximity to urban centers. The inclusion of Music within the MAPEH (Music, Arts, Physical Education and Health) grouping of the K-12 curriculum has also diminished the effectiveness of music instruction in many schools because teachers are not required to have rigorous training in music education and the regularity of music classes is often affected. The interviews illuminated the dedication of music teachers despite the challenges they face as well as the lack of communication and disconnect amongst the country's stakeholders in music education: the Department of Education, the universities, and the teachers.

In a rapidly changing society, school education is being fundamentally reconsidered. The OECD highlights a shift from viewing students as passive listeners to active participants. This shift reflects a move from an objectivist epistemology, which assumes objective truth, to a constructionist perspective, where meaning is created through interaction between learners and the world. Personal epistemology―teachers’ tacit beliefs about knowledge―provides the framework through which they understand educational theory and practice, influencing their classroom behavior. Therefore, personal epistemology deserves focused attention in teacher education. This study investigates how experienced teachers with International Baccalaureate (IB) certification reconcile their existing personal epistemologies with constructionist perspectives when entering a constructionist teacher education program. Using semi-structured interviews with a visual narrative methodology, two key cases emerged: one teacher struggled to integrate IB-acquired perspectives into a coherent personal epistemology, while another inconsistently managed two different epistemological views as separate stages of learning. These findings suggest that addressing personal epistemology is especially important for experienced teachers engaging with constructionist practices. Teacher education programs may benefit from providing opportunities for teachers to recognize differences between their own epistemologies and new educational approaches, and to develop personally coherent and convincing epistemologies. Future research will further explore teachers’ personal epistemologies and how teacher education can help resolve related conflicts.

This study introduces special cases in which Bruner's theory, which has a significant influence on curriculum theory in Korea and Asia, is applied. It presents representative cases where key ideas from Bruner's curriculum theory are applied, utilizing the narrative genre of thesis and dissertation writing. Theses or their core abstracts best describe the narrative of the researchers. It discusses cases in which Bruner's emphasized key ideas, such as the structure of knowledge, spiral curriculum, discipline-centered curriculum, inquiry learning, and narrative theory, have been applied. These typical cases represent Bruner's early and later theories and effectively demonstrate how his core theories are being applied. Kang's research reflects the early theory, while Kim's research applies the later theory, providing many implications for the development of new curricula today.

This article review examines Herbert M. Kliebard's seminal essay “Curriculum Theory as Metaphor,” published in Theory Into Practice (1982). It explores the potential of understanding the structure and function of curriculum theory through the use of metaphor. Kliebard argues that curriculum theory can be viewed as a metaphorical tool for framing and interpreting educational practice and policy thinking. By analyzing various metaphorical frameworks (such as curriculum as production, journey, or growth), he demonstrates how these figurative lenses influence educational aims, practices, and policy decisions. This review summarizes the article's central arguments, evaluates the clarity and effectiveness of its metaphorical approach, and reflects on its enduring significance in the field of curriculum theory.