Technical-Vocational Livelihood Education: Emerging Trends in Contextualised Mathematics Teaching

Espinas, Alvin L.; Esponilla, Francisco D.; Tolentino, Lean Karlo S.; Valenzuela, Ira C.

doi:10.30880/jtet.2020.12.04.001

Cited by 1 publication

(1 citation statement)

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“…A study resulted in the seven stages of a contextualized teaching module which include planning; assessment of the curriculum guide and resources; collaboration and consultative meeting; crafting and developing of the contextualized learning modules; implementation; monitoring; and evaluation and feedback. As a module, contextualized teaching can be utilized as a training guide for teachers in the Technical-Vocational Livelihood Education strands of the K-12 curriculum (Espinas et al, 2020).…”

Section: Insights Of Non-tle Teachersmentioning

confidence: 99%

Lived Experiences of Non-Tle Teachers Teaching Tle Subjects: A Phenomenological Inquiry

Tingzon

Buyok²

2022

EJES

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The research study focused on the lived experiences of non-TLE teachers teaching TLE subject, how they cope with their present situation, and the insights they can share with other teachers who will experience the same experiences they have. This study used the qualitative phenomenological method of research to explore in depth the experiences, coping strategies and personal insights which can be shared by the participants. The research study purposely identified 12 teachers for the focus group discussion who are all teaching in the 5 public national high schools in the Municipality of Kiblawan, Davao del Sur. The results show that the non-TLE teachers teaching TLE subjects struggled so much in their present teaching career considering that what they are teaching is not their field of specialization, they lack the knowledge and expertise to teach TLE subjects coupled with the lack of insufficient resources and TLE equipment to be used for the subjects being handled. As their coping strategies, the TLE teachers explored various teaching strategies and methods by using technology as a tool in their class discussion, demonstration of required skills and equipment needed for the subjects. They also asked for assistance from their colleagues and some teachers who are experts in TLE subjects and most importantly, they study more every day and be ready for the class. Being resourceful, continuing learning, manifesting courage and application of pedagogical alignment are among the insights shared by the non-TLE teachers teaching TLE subjects. Article visualizations:<img src="/-counters-/edu_01/0458/a.php" alt="Hit counter" />

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Section: Insights Of Non-tle Teachersmentioning

confidence: 99%