Probing The Early Teaching Experiences of Newly Hired Physical Education Teachers: Implication for Curriculum Enhancement
DOI:
https://doi.org/10.18666/TPE-2024-V81-I2-11508Abstract
With the demand for the new basic education system in the Philippines, school divisions employ many physical education teachers each year to teach relevant courses in the K–12 curriculum. Since the implementation of this new curriculum in 2013, scholars have been examining the initial impact; however, investigation on the experiences of newly hired physical education teachers during their first year of service has barely been sufficient. As a result, this research used a qualitative phenomenology research design to elicit information on the early experiences of these teachers and use these as implications for enhancing the curriculum content of undergraduate teacher education programs. Participants from selected schools in Cotabato Province in the Philippines took part in an in-depth interview while closely adhering to the safety procedures brought by the COVID-19 pandemic. A few of the issues the research participants raised included integrating topics on adjusting to behavioral differences in the workplace, training preservice teachers to deliver lessons in a way that students can easily understand them, exposing preservice teachers to teaching strategies that boost student involvement and designing efficient instructional materials; and fostering teaching commitment to the teaching profession in preservice teachers. The data were then used in the development of conclusions and recommendations that can be used to improve the curriculum of Philippine undergraduate teacher education programs.
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