Each component of the EPC defines the scope to which the in-service teacher will be engaged in to gain content and pedagogical knowledge based on need, and its translation in the actual workstation for practice, and then for the consolidation of practice for further improvement and sustainability.

Situated Learning Theory, developed by Jean Lave and Etienne Wenger, posits that learning occurs best in authentic, real-world contexts rather than in abstract or decontextualized settings. It emphasizes that knowledge is constructed through social interaction and active participation within a community. 

●        Learning is Social – People learn through interaction and collaboration with others.

●        Authentic Context Matters – Learning should happen in real-world situations where knowledge is applied.

●        Legitimate Peripheral Participation (LPP) – New learners start as observers (on the periphery) and gradually move toward full participation in a community of practice.

●        Communities of Practice (CoP) – Learning occurs in groups where members share knowledge and develop expertise collectively.

•  Introduce (Inputs) – Trainees are exposed to real-world contexts and scenarios, making knowledge meaningful.

•  Connect (Collaboration) – Active participation and social interaction help trainees construct understanding.

• Execute (Application) – Knowledge is applied in authentic situations, reinforcing learning through practice.