Teaching across specialization Coping mechanism Sustainable pedagogy Out-of-field teaching Sustainable pedagogy Eidetic insights Heideggerian interpretivism BTM. Quality of the instructional process is at stake when taught by out-of-field teachers. The current study identified the problems met by such teachers who teach across their specialization in the teaching of social studies. These Out-of-field social studies teachers encounter several issues in the preparation and administration of their lessons. This study first identified this specialization-workload mismatch and investigated what coping mechanisms can be introduced for the survival of these teachers in and out-offield-teaching environment. The study employed a qualitative phenomenological research methodology and conducted an in-depth interview using open-ended questions, in order to generate the eidetic insights of the issues. Ethical considerations were administered to protect the confidentiality of the research participants. The data collected were translated and analyzed, resulting in the unveiling of themes and concepts from the narratives of the research participants. In the light of these findings, a Heideggerian interpretive analysis catapulted the creation of a Culture-based BAYLE Teaching Model (BTM) for that could be a solution to the out-of-field teaching individuals. The study recommends the introduction of BTM in all schools facing outof-field issues. Contribution/Originality: This study contributes a pioneering mechanism in responding to the problem of outof-field social studies teaching in the workplace using Heidggerian interpretivism. This study recommends crafting of a culture-based model of innovative instructional delivery known as the Bayle Teaching Model-a legacy of the Philippines to cultural global education. 1. INTRODUCTION 1.1. Introducing the Problem When individuals interact beyond borders or socio-cultural differences, they develop a sense of conformity in solving mutual complex problems and decision-making with a common goal. Education has played a major role in this unified compliance to global standards of politics, culture, and economy. The increasing trend towards such a progressive educational system has emphasized the need for quality teachers for effective social studies learning. Prior studies have also considered teachers" quality as one of the essential elements in making a significant impact on learners" success. It also remains a pivotal requirement in every education institution. However, such a scenario
This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design an IAT Modelling for brain-based learning. This study employed a content analysis among the eight selected books in the study. Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learning quadrants as illustrated in the flow chart (see chart instrument in the appendix). With grounded theory as framework, a critical analysis of the coded arts-based teaching strategies is interpolated to Hermann's Brain Quadrants. C1VAL is the first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code for Theater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code for Locomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventh code for Naturalistic Art for Learning. To guarantee inter-coder consistency, internal and external validators are requested to ensure objectivity of results. After the analysis of these books, a documentation of an integrated arts-based teaching for brain-based learning was juxtaposed for modelling. The analyzed books in Principles and Methods of Teaching used in College of Teacher Education in the Philippines exhibited a lopsided distribution of communicative, theater, and musical arts-based teaching strategies, which conformed to the Filipinos' vivacious, chatty, and flamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental, and entertaining. Though the use of visual and literary arts was frequently reflected; but naturalistic and locomotor arts for dancing was infrequently codified, indicative that the outcomes for artistic creations and scientific inventions in Quadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers, composers, inventors, designers, and creative teachers the country has produced. With this, it is recommended that authors on Principles and Methods of Teaching may explore -revising their books, to ensure an equitable balance of arts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21 st century.
Exploring the indigenous Cebuano cultural practices contextualizes a culture-based Cooperative Learning (CL) strategy. The study explored the socio-cultural background of Cebuano cooperation as reflected in the communal practices of the tagay, alayon, yayong, tambayayong, and unong (TAYTU); the process of localized cooperative learning strategies contextualized in the TAYTU; designing lesson exemplars in the TAYTU way. This qualitative study used a directive content analysis design using relevant research findings and initial codes that serve as bases of future projections, as a form of trend studies in CL strategies. The exploratory design was used to provide visualization of TAYTU exemplars. FGDs were conducted among the 60 research participants: alayon farmers (20), tambayayong fishermen (20) and male-drinkers (20), using enumeration sampling and inclusion criteria to establish the socio-cultural background of the study. The indigenous identities of the Cebuano cultural practices bridge a potential exploration of the localized and contextualized CL strategies in realizing the noble aim of malasakit in the Philippines' AmBisyon Natin 2040. Catharsis in tagay; togetherness and unity of command in alayon; sensibility and sensitivity in yayong; sharing of extreme emotions in tambayayong; and intimacy and solidarity in unong featured a socio-cultural background necessitated in the crafting of the TAYTU Models of CL Teaching exemplars.
Purpose The purpose of this paper is to unveil the intricacies of bakat art of weaving; its origin; processes; uses; primary materials and principles used; the profile of the weavers; and its economic significations in the system of production and trade. Design/methodology/approach The study used a descriptive–qualitative design with 35 key informants using narrative analysis. The unstructured questions listed in the interview guide were used during the interview. Responses were recorded using an audio–video recorder. Coding sheets were used in the actual transcription of data. Findings The results showed dependency on the bakat art of weaving with the available resources found in the environment. Its economic significations showed a sustainable impact on the weavers’ life. The bakat art of weaving represented the values of resiliency to hardships, adaptability to changes, passion to craftsmanship, sense of community and family centeredness. Aspiring craftsmen and artists may enhance continuously their craftsmanship for sustainable development with government support through the creation of the School of Living Traditions. Research limitations/implications The study was limited to bakat art of weaving based on the responses of the key informants that were subjected to a point of saturation without sacrificing robustness, brevity, credibility and dependability. Practical implications Though the economic side of bakat art of weaving is sustainable within the village, it can create a powerful branding for cultural recognition that would transform the town of Barili into a creative weaving hub in Cebu. This creates the balance of the historical significance of bakat art of weaving and the tourism sector in promoting sustainable development. Social implications Bakat art rekindled the spirit of consciousness among the majority of the Cebuano public for preservation and promotion. Originality/value The study is original because this has not been published.
This study described the Cebuano cultural identities and prospects in search of a culture-based instruction model. This sought to find out the linguistic varieties of the Cebuano speakers; contrast the differences and similarities in the inasal making process; and identify the variations in the celebrations of festivals in Cebu. This study utilized a case study design with 15 research participants from the three selected cluster locations. These Cebuano cultural identities vary according to geographic location and other socio-historical factors. Clipping and borrowing of words and expressions, from adjacent islands and roots of the colonial past, are indicative of these factors of language variations. The practices of inasal making are based on inherited traditions of the place such as variations on the use of logistics and needed ingredients to embellish the entire corpus of a sanitized butchered pig before its roasting. Towns and cities celebrate festivals in thanksgiving of their patron saint – a symbolism of their religious and cultural traditions. These varied cultural orientations support the argument to establish a cultural grounding on instructional initiatives in the Asian context. The findings juxtapose the exploration of Inasal Teaching Model (ITM) as a localized and a contextualized teaching model that serves as a nexus in various phases of instruction, for quality teaching in the field of culture-based education.
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