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Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines
International Journal of Comparative Education and Development Pub Date : 2020-10-19 , DOI: 10.1108/ijced-06-2019-0037
Judy Vargas Bongala , Vanessa Baraero Bobis , John Paul Ramos Castillo , Arlyne Canales Marasigan

Purpose

This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.

Design/methodology/approach

This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.

Findings

The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.

Research limitations/implications

The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.

Practical implications

The results of this study can serve as a reference on how to support and strengthen MG instruction.

Originality/value

This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.



中文翻译:

菲律宾阿尔拜的多年级教师的教学策略和挑战

目的

本文旨在研究菲律宾阿尔拜(Alby)的选定的多年级(MG)学校教师的教学策略和面临的挑战。

设计/方法/方法

这项研究使用了案例研究设计,该案例设计使用了经过验证的半结构化仪器,并对十位MG教师进行了深度访谈,观察和文档分析。定性数据分析(例如内容分析和主题分析)用于分析数据。

发现

结果表明,MG教师使用了多种重叠和补充的教学策略,例如(1)运用不同的活动向所有年级和不同难度的学生讲授一个主题,(2)“跳-跳策略” /一年级教学其他人则独立工作;(3)同伴教学或辅导。但是,MG教师面临着一些教学上的挑战:(1)教学语言与年级分组之间的冲突;(2)课程计划存在的问题;(3)教学重点不足;(4)学习者的教材不足;( 5)在MG教学之前没有培训,并且(6)对MG指令的有效性的否定看法。

研究局限/意义

这项研究仅限于参与者的背景下,并侧重于实施MG教学的教学策略和挑战。

实际影响

研究结果可为如何支持和加强MG教学提供参考。

创意/价值

这项研究从基层对MG学校进行了基于研究的概述,并增加了菲律宾MG教育的有限研究。

更新日期:2020-10-19
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