Out-of-Field Social Studies Teaching through Sustainable Culture-Based Pedagogy: A Filipino Perspective

Authors

DOI:

https://doi.org/10.18488/journal.61.2019.73.230.241

Abstract

Quality of the instructional process is at stake when taught by out-of-field teachers. The current study identified the problems met by such teachers who teach across their specialization in the teaching of social studies. These Out-of-field social studies teachers encounter several issues in the preparation and administration of their lessons. This study first identified this specialization-workload mismatch and investigated what coping mechanisms can be introduced for the survival of these teachers in and out-of-field-teaching environment. The study employed a qualitative phenomenological research methodology and conducted an in-depth interview using open-ended questions, in order to generate the eidetic insights of the issues. Ethical considerations were administered to protect the confidentiality of the research participants. The data collected were translated and analyzed, resulting in the unveiling of themes and concepts from the narratives of the research participants. In the light of these findings, a Heideggerian interpretive analysis catapulted the creation of a Culture-based BAYLE Teaching Model (BTM) for that could be a solution to the out-of-field teaching individuals. The study recommends the introduction of BTM in all schools facing out-of-field issues.

Keywords:

Teaching across specialization, Coping mechanism, Sustainable pedagogy, Out-of-field teaching, Sustainable pedagogy, Eidetic insights, Heideggerian interpretivism, BTM

Abstract Video

Downloads

Centillas J.R.C. (2024)
Unveiling the art and crafts of raffia weaving: A cultural theory and instructional model development. Culture and Psychology, 30(4), 983-1016.
10.1177/1354067X231201390
Elladora S.T. (2024)
Challenges in Teaching Biotechnology in the Philippine STE Program. International Journal of Learning, Teaching and Educational Research, 23(3), 367-389.
10.26803/ijlter.23.3.18
Mercado H.A.R. (2024)
Experiences of Senior High School Mathematics Teachers in Out-of-field Teaching. Salud, Ciencia y Tecnologia - Serie de Conferencias, 3,
10.56294/sctconf20241125
Fan C. (2024)
Strategies for Cultivating International Perspective in Ideological and Political Education of College Students Facing the Challenges of Globalization. Applied Mathematics and Nonlinear Sciences, 9(1),
10.2478/amns-2024-1684
Wang X. (2023)
Blended Teaching Innovation and Social Anxiety: A Case Study at Xinyang Agriculture and Forestry University’s School of Foreign Languages. Journal of the Knowledge Economy,
10.1007/s13132-023-01641-x
Salvador R.Q. (2022)
Exploring Technical-Vocational Education Teachers’ Challenges and Adaptation Strategies in Teaching Courses Outside their Specializations. Journal of Technical Education and Training, 14(2 Special Issue), 34-48.
10.30880/jtet.2022.14.02.004

Published

2019-08-07

How to Cite

Pacaña, N. M. S., Ramos, C. D., Catarata, M. N., & Inocian, R. B. (2019). Out-of-Field Social Studies Teaching through Sustainable Culture-Based Pedagogy: A Filipino Perspective. International Journal of Education and Practice, 7(3), 230–241. https://doi.org/10.18488/journal.61.2019.73.230.241

Issue

Section

Articles