https://hdl.handle.net/20.500.14353/101 Thu, 23 Apr 2026 13:29:37 GMT 2026-04-23T13:29:37Z https://hdl.handle.net/20.500.14353/235 iTEACH (Integrating Technology in Teaching): Narratives of teacher educators Albacete, Victoria V.; Banhaw, Fatima This qualitative study highlights the pedagogical practices of teacher educators in integrating technology in teaching. It also presents the dilemmas these educators encounter in technology integration. This study, which leaned on constructionism and symbolic interactionism as its epistemological and theoretical perspectives, respectively, focused on the experiences of teacher educators regarding technology integration in their teaching as revealed in their narratives and during the one-on-one in-depth interviews. In this regard, narrative inquiry as a research methodology was utilized. This study was comprised of two phases: The Data-Collection and Analysis phase and The Publication of Teachers’ Narratives. Identified through purposive sampling, participants of this study were the ten (10) teacher educators of West Visayas State University-College of Education. They were chosen by virtue of their knowledge and skills in using technology in teaching acquired through trainings and seminars attended as well as in the practice of their teaching in the field. Furthermore, they were identified as participants mainly for the reason that they practice technology integration in their teaching. From the ten (10) teacher participants, six (6) main informants were selected to provide in-depth information about their teaching practices concerning technology integration through one-on-one in-depth interviews. Five themes emerged during the analysis of data using Braun and Clarke’s model for thematic analysis: a) technological tools utilized; b) reasons for technology integration; c) perceived advantages of technology integration; d) pedagogical practices; and, e) dilemmas encountered. The teacher educators employed technological tools that they believe could aid them in delivering the goods most efficiently and effectively. In their practice of technology integration, they found convenience and ease, and confidence that their students could have rich learning experiences in their classes. As for the narratives of these teacher educators, a booklet entitled, “iT Stories and Confessions of Teacher Educators, containing such stories was designed and developed and published for circulation. The interpretation was also presented to them for review and validation. The second phase of this project involved the publication of teacher educators’ narratives on technology integration in their teaching. Sun, 01 Dec 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/235 2019-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/243 Competencies and readiness of science teachers: Implications to the implementation of the grade 10 of the K to 12 basic education curriculums Arellano, Elvira; Jusayan, Shirley R. This descriptive study investigated the competencies of six hundred and ten (610) teacher trainees from eight DepEd Divisions: Iloilo Province, Iloilo City, Guimaras, Passi City, Roxas City, Aklan, and Antique before and after a week-long live-in training and their readiness to implement Grade 10 Science. Teachers were trained on content subjects such as Earth and Space; Force, Motion and Energy; Matter; and Living Things and their environment; K -12 Updates, Pedagogy and Assessment. Data representing teachers’ competencies showed average competencies both in Force, Motion and Energy and in the Overall Content of the Program and low in Earth and Space; Living Things and their Environment; and in Matter before the training. After the training, this was also elevated to the average level with a slight increase in the mean scores in each area. The adequate increase in teachers’ competencies is confirmed by their substantial learning on various approaches and strategies in teaching especially on contextualization, localization or indigenization, and differentiated instruction; Science content and 21st Century skills; and the Goals, Features and Updates of the K to 12 Curriculum. These outcomes seem to suggest that the training was able to accomplish its desired goals and objectives. Teachers also gave the impression that they were likewise ready to implement Grade 10 Science. Accompanying this are their perceived challenges especially their lack of mastery of the content especially for the specialists and the perennial problem on scarcity of teaching and learning materials such as books, laboratory chemicals, and equipment. To these trepidations it is recommended that a follow-up intensive upgrading training both on content subjects and pedagogy be provided by the Department of Education for a longer period especially for non-major teachers. In addition, teachers can also work collaboratively to write lesson exemplars using strategies and assessment tools that can enhance students’ learning and appreciation of science. These outputs can also be tried out in time in the field under supervision. It is also suggested that the Department of Education may include as part of their agenda, the monitoring and evaluation of the different trainings which were implemented focusing on the K to 12 Science Curriculum. This can assess whether, the program have addressed constructively the educational needs in the province. Sun, 01 Dec 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/243 2019-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/236 Experiences of senior high school teachers in DepEd’s retention and promotion policy Olapane, Elias C. The Senior High School (SHS) is the added two-year levels under the K to 12 Program in the Philippines. Implemented in 2016, SHS operates under four (4) tracks, namely: Academic, Technical-Vocational and Livelihood (TVL), Arts and Sports. This narrative inquiry type of research was conducted to explore the experiences of SHS teachers of the West Visayas State University (WVSU) System regarding their implementation of the DepEd’s Retention and Promotion Policy in the 2nd Semester, School Year 2018-2019. The participants were purposively chosen – 3 SHS Coordinators and seven (7) SHS teachers from various external campuses and the main campus. A researcher-made and foreshadowed FGD and interview guides were utilized to gather data from the participants. The conceptual analyses of data were done using NVivo 12 Plus while the analytic analyses of results were researcher-made. Results revealed that the implementation of DepEd’s retention and promotion policy differs on the basis of the track offered by the campus. The main campus which offers academic track encountered minimal problems in implementing the policy over those of the external campuses which offer TVL track. However, most of the teachers found SHS very challenging and arduous because of their college orientation. They were even culture-shocked in their first few days or weeks of teaching Senior High School students. Nevertheless, the situations were better when they already adjusted to the students and the policies. The conduct of remedial classes for failed students was branded as time-consuming, irrelevant, and inappropriate and that it should have been strengthened during the primary grades of the students and not in the SHS. Nonetheless, the conduct of remedial classes can be separately done by teachers and must have compensation. Finally, SHS may be continued in the main campus but not in the external campuses. Sun, 01 Dec 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/236 2019-12-01T00:00:00Z