Groping in the Dark: Lived Experiences of Novice Science Teachers on Online Teaching
Jude Aljon G. Dalisay1, Faith Celeste Bancolo-Ole2
https://orcid.org/0009-0004-2356-88511, https://orcid.org/0000-0001-6248-41682
judealjond@gmail.com1, faith.celeste.ole@chmsu.edu.ph2
Carlos Hilado Memorial State University
Talisay, Negros Occidental, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/
ABSTRACT
The present study employed a phenomenological approach to investigate the lived experiences of novice science teachers in the context of online instruction. The data for this study were collected using semi-structured interviews with a sample of five (5) novice teachers who were purposefully selected. These teachers had varying teaching experience, ranging from 2 to 4 years, and are currently teaching online and specializing in science subjects. The following procedures were used to transcribe and analyze recorded interviews: phenomenological data reduction, delineating of units, clustering of themes, and summarizing and validity checking. Results revealed two (2) themes from the experiences of novice science teachers on online teaching which includes: (1) Challenges; and (2) Adaptations. With these findings, it is recommended that schools may provide induction, support and assistance programs, and professional development for novice teachers, giving technological assistance for science teachers teaching online, and update of teacher education curriculum by CHED to upgrade teacher education competencies with online science teaching. The study concludes that although novice science teachers faced significant barriers in delivering online science instruction, their persistence, innovation, and ability to adapt under these conditions demonstrate great resilience and illustrate the crucial need for institutions, through induction programs and teacher education curricula, to better prepare future educators to use digital technologies to support effective science teaching.
Keywords: Novice science teachers, Online instruction, Phenomenological approach, Phenomenological data reduction, Commission on Higher Education (CHED), Philippines
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