multigrade teaching in the new normal essay

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The Lived Experiences of Multigrade Teachers in the New Normal

Jonhbe ostan yacub & mel t. pallada, volume 4 july 2023.

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The intention of the current study was to find out the lived experiences of multi- grade teachers in the new normal.  The phenomenological research design was utilized with seven multi-grade teachers involved as research participants. These multi-grade teachers were obtained using the purposive sampling in the identified schools with multi-grade education program in the District of Malinao, Philippines. The data were analyzed and interpreted using thematic analysis employing Collaizzi’s method. The study used semi-structured interview guide instrument in gathering the data. The themes generated were categorized into subthemes: far location, big responsibility, new environment and people, insufficient trainings and seminar, and challenging yet rewarding experience. The challenges encountered by the multigrade teachers in multi-grade classes in the new normal were classified into: lack of school facilities; lack of learning materials; construction of differentiated learning materials and assessment tools; and insufficient time. In terms of their coping mechanism on the experienced struggles in teaching multi-grade classes, the findings revealed that all teachers were extremely motivated by their positive outlook, thus, surmounted the experienced struggles in teaching multi-grade classes. Based on the result of the study, a proposed program entitled “Recovery Program for Multi- Grade Teachers Teaching in the New Normal” was created in sustaining school performance in implementing multi-grade education program.

Lived Experiences, Multigrade Teachers, Teaching, New Normal, Recovery Program

This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)

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Acknowledgement

Author information, declaration, cite this article:.

Yacub, J.O. & Pallada, M.T. (2023). The Lived Experiences of Multigrade Teachers in the New Normal. Industry and Academic Research Review, 4 (1), 192-198.

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Teachers' Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development

2021, Vol. 1 No. 3

Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.