Volume 07 Issue 06 June 2024
1Regine D. Ciata, 2Ivy M. Doblon, 3Michelle Torreros
1,2,3Leyte Normal University
DOI : https://doi.org/10.47191/ijsshr/v7-i06-28Google Scholar Download Pdf
ABSTRACT
This study explores the challenges faced by non-specialized teachers in handling Edukasyon sa Pagpapakatao (Values Education) in Samar Division. With the increasing emphasis on holistic education and character development, it is essential to understand the implications of assigning non-specialized teachers in this critical subject. Through a phenomenological approach and incorporating surveys, and interviews, this research identifies key areas of difficulty such as lack of subject matter expertise, limited teaching time per week for lessons, insufficient training, and limited access to resources. The findings reveal that these challenges negatively impact both teaching effectiveness and student outcomes in Edukasyon sa Pagpapakatao. Furthermore, the study highlights the needed support of non-specialized teachers from the Department of Education to develop programs and policy adjustments in the curriculum that will help in the teaching and learning process. By addressing these issues, the research aims to enhance the quality of education in instilling values among learners through Edukasyon sa Pagpapakatao.
REFERENCES
1) Asian Development Bank (2014). Republic of the Philippines: Teach for the Philippines. Retrieved April 8, 2020, from the Asian Development Bank website: https://www.adb.org/sites/default/files/projectdocument/81738/47261-001-tar.pdf
2) Bayani, R. T., & Guhao Jr, E. S. (2017). Out-offield teaching: Experiences of non-Filipino majors. International Journal of Education, 5(11), 91-127.
3) Braun & Clarke (2006). Thematic Analysis. https://www.sciencedirect.com/topics/social-sciences/thematic-analysis
4) du Plessis, A. E. (2015). Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research, 72, 89-102.
5) Dubinsky, E. (2000). Using a theory of learning in college mathematics courses. Teaching and learning undergraduate mathematics, 12, 10-15.
6) Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession: Background report and project Objectives. OECD.
7) Lovat, T., Dally, K., Clement, N., Toomey, R. (2011). Values Pedagogy and Teacher Education. In: Values Pedagogy and Student Achievement. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1563-9_10
8) Sulman, F. (2019). Application of Cooperative Problem Posing and Prior Motivation Towards Students Learning Outcomes. Indonesian Journal of Educational Research (IJER), 4(2), 93–96. https://doi.org/10.30631/ijer.v4i2.126
9) Tsafe, K. A. (2013). Teacher Pedagogical Knowledge in Mathematics: a tool for addressing learning problems. Teacher Pedagogical Knowledge in Mathematics: a Tool for Addressing Learning Problems.
10) Wa-Mbaleka, S. (2017). Fostering quality in qualitative research: A list of practical strategies. International Forum, 20(1), 58-80. Retrieved from http://ojs.aiias.edu/index.php/ojs/article/view/195
11) Weldon, P. R. (2016). Out-of-field teaching in Australian secondary schools.