TITLE:
Teaching Outside Specialization from the Perspective of Science Teachers
AUTHORS:
Annalene Grace E. Co, Charmaine Ruth G. Abella, Fhrizz S. De Jesus
KEYWORDS:
Lived Experiences, Conversation Partners, Specialized Teachers, Non-Specialized Teachers, Out-of-Field Teaching
JOURNAL NAME:
Open Access Library Journal,
Vol.8 No.8,
August
2,
2021
ABSTRACT: This study aimed to describe and analyze the lived experiences of Senior High School Science teachers in the district of Nagtipunan teaching subjects outside their specialization. A qualitative research design using a hermeneutic phenomenological approach was employed in the conduct of this study. The study was participated in by six (6) Senior High School Science full-time teachers with three years employment in the school during the school year 2019-2020 who were selected purposively. Through an in-depth, face-to-face semi-structured interview, written essay, and focus group discussion, creative self-expressive storytelling activities were conducted with the participants. Through these activities, the essence and meaning of teaching subject outside specialization were further interpreted and elaborated in six (6) themes: (a) Teacher’s Learning & Challenging Experiences; (b) Factors of Teaching Subject Outside Specialization; (c) Challenges and Difficulties Faced by the Teachers; (d) Teaching Strategies & Coping Mechanisms; (e) Teacher’s Desirable attribute in Teaching Subject Outside Specialization; and, (f) Implications of Teaching Subject Outside Specialization. Answers to each theme category were examined and narrowed. Thereby arriving at one concept, the teaching and learning process in teaching out-of-field is at stake and detrimental to the education system. The experiences of teachers teaching outside specialization manifested difficulties, challenges, and negligence and became common practice. An issue on quality education has been taken for granted hence, to be remediated.