Stories Stories of Prevailing: Novice Teachers’ Journey in Far-flung Schools in the Time of COVID-19 Pandemic
DOI:
https://doi.org/10.11594/ijmaber.03.01.02Keywords:
Novice Teachers, Experiences, Reflection, Far-Flung Schools, COVID-19 PandemicAbstract
This study was conducted to explore the experiences of novice teachers assigned in far-flung schools during the COVID-19 pandemic, anchoring on reflective practice guided by David Kolb's experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas through phone calls and messenger chat. The data gathered were analyzed using thematic analysis. Recorded interviews were transcribed, coded, and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers find means to ensure that education continues amidst the crisis with the help of various stakeholders. Out of their experiences, teachers have gained a lot of realizations and aspirations for their students, parents, and self. They've seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, using Kolb's learning cycle, teachers could think and reflect on their experiences, learn from the experience, plan for a change, and improve their learning and instructional practices
Downloads
References
Bilbao, P. (2012).The teaching profession. Philippines: Lorimar Publishing.
Brown, N (2007). Reflective model according to Kolb. So-cial Research & Practice and Education. Retrieved from https://www.nicole-brown.co.uk/reflective-model-according-to-kolb/
Campos, A., Daclan, G.S., & Gempes, G.(2016). Plight of teachers in areas with unstable peace and order: Some stories to tell. International Journal of Sci-ence and Research 5(11), 465-487. doi: 10.21275/ART20162732
Denzin, N.K. & Lincoln, Y.S. (2011). Introduction: The discipline and practice of qualitative research. Thousand Oaks, CA: Sage Publications.
Dewey, J. (1944). Democracy and education. New York: Free Press.
Drago-Severson, E. E. (2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA: Corwin Press.
Fraenkel, J, Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. McGraw Hill: USA
Fusch, P. I., Fusch, G. E., & Ness, L. R. (2017). How to conduct a mini-ethnographic case study: A guide for novice researchers. The Qualitative Report, 22(3), 923-941. doi: 10.46743/2160-3715/2017.2580
Javilla, M.A. & Fabella, F.E. (2019). Lived-experiences of mobile teachers in Remote schools in Antipolo City (Master’s Thesis). FEU Roosevelt Graduate School, Rizal Philippines.
Jensen, B., Hernández, A., Knoll, S., & Gonzalez, E. (2012). The experience of new teachers: Results from Talis 2008. OECD Publishing.
Kim, K. & Roth, G. (2011). Novice teachers and their ac-quisition of work-related information. Current Is-sues in Education 14(1). Retrieved from http://cie.asu.edu/kim roth.
Kolb, D. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). USA. Pearson Education.
Lapuz, M.C. (2015). Delights and difficulties multi-grade teachers in rural schools. International Journal of Engineering and Technical Research 3(7), 144-151. Retrieved from https://www.erpublication.org/published_paper/IJETR032675.pdf
Pokhrel, S. & Chhetri, R. (2021). A literature review on impact of covid-19 pandemic on teaching and learning. Higher Education for the Future 8 (3). doi: 10.1177/2347631120983481
Popa, S (2020). Reflections on COVID-19 and the future of education and learning. Prospects 49, 1-6. doi: 10.1007/s11125-020-09511-z
Punzalan, N. 2020, October 3. Teaching in the time of the pandemic. Philippine News Agency. Retrieved from https://www.pna.gov.ph/articles/1117336
Quejada, A. & Orale, R. (2018). Lived experiences of ele-mentary teachers in a remote school in Samar, Philippines. Journal of Academic Research 3 (3), 1-13. Retrieved from https://jar.ssu.edu.ph/index.php/JAR/article/view/7
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
