Lived Experiences of Junior High School Specialized Science Teachers Teaching Science Using the Spiral Progression Approach
Keywords:
Spiral Progression, Curriculum, Teaching, Science Teachers, Science SpecializationAbstract
This study aimed to describe the lived experiences of the junior high school specialized science teachers teaching science in spiral progression approach under the Department of Education (DepEd) K to 12 curriculum. A descriptive phenomenological research approach was used in the study with five specialized science teachers with different science specializations who were purposively selected using snowball sampling. A face-to-face interview with in-depth questioning in a local dialect (Cebuano) were employed for data gathering that allowed further probing. The responses were transcribed and analyzed. Findings suggested that majority of specialized science teachers encountered such as unavailability of learning resources and struggle in preparation on their non-specialize science topics. However, they learned to become flexible and resourceful in improving their accustomed science teaching practices. They also learned to communicate and collaborate with fellow science teachers during mentoring and coaching as their means of coping strategies. Furthermore, science teachers still preferred the old curriculum in teaching science concepts. Results of the study will provide DepEd policy makers and stakeholders in assessing the capability of secondary science teachers in improving their science classroom instruction through timely and relevant training programs.
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