Navigating Teachers' Labyrinth in Adapting Blended Learning Modality Amidst Pandemic
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 5, Issue 2
Abstract
The purpose of this study was to determine the lived experiences of teachers in Don Marcelino, Davao Occidental adapting blended learning. The study employed phenomenological approach to 12 teacher participants using in-depth and focus group discussion. Results revealed that most of the participants shared positive and negative experiences in adapting blended learning modality. New learning opportunities and flexible learning pathway were the themes under positive experiences while teacher's technological hitches and digital divide were under negative experiences. Coping mechanism of the participants includes intervention plan, maintaining positive attitude at work and self-innovation. Despite the labyrinth, they account to share key insights such as empathetic response, excessive optimism and personal and professional growth. Based from the result of the current study, it is recommended that the school, specifically the school head, must develop a long-term intervention program aimed at aiding instructors in dealing with technology gaps, particularly among seasoned teachers. Thus, as teachers, it is imperative that in the new normal we should possess the two important mindsets: adaptability and innovation.
Authors and Affiliations
Darish Jane Cambalon, Genciano Cambalon, Edward Dizon
Keywords
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- EP ID EP728230
- DOI https://doi.org/10.5281/zenodo.7197920
- Views 39
- Downloads 1
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