PEDAGOGICAL KNOWLEDGE OF TEACHERS: LIVED EXPERIENCES OF
ENGLISH TEACHERS IN SECONDARY SCHOOLS
________________________________
A Research Study Proposal
Presented to
The Faculty of the Graduate School
Eastern Visayas State University
Tacloban City
__________________________________
In Partial Fulfillment
of the Requirements for the Subject
EDUC 505C: RESEARCH SEMINAR AND PRACTICUM
_____________________________________
STANLEY B. PEREZ
June 2024
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TABLE OF CONTENTS
TITLE PAGE i
TABLE OF CONTENTS ii
Chapter
I. INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Scope and Delimitation of the Study 4
Significance of the Study
Review of Related Literature 5
Theoretical and Conceptual Framework 7
II. METHODOLOGY
Research Design 9
Research Respondents
Data Gathering Procedure
Data Analysis 10
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Chapter I
INTRODUCTION
BACKGROUND OF THE STUDY
Pedagogy refers to the approaches, techniques utilized by the teacher during the
learning process. It means, it is the interaction between the teachers, learners, learning
environment and learning activities. Kapur (2020) mentioned that pedagogy is concerned
with the teaching processes. The instructors at all levels of education need to ensure that
they put into practice the teaching methods, teaching materials and instructional strategies
in such a manner that would contribute in a notable manner in promoting student
learning.
Pedagogy is important, it provides teachers with insight into the best procedures
for a classroom environment, pedagogy is crucial. It enables them to comprehend how
various students learn to modify their lessons to meet these needs. Since the students will
find it engaging, this will enhance their teaching effectiveness. You can develop more
meaningful lesson plans by paying attention to the theories you use and how kids are
engaging with them. The development of a better, more cooperative relationship between
teachers and their students is facilitated by an understanding of and application of sound
pedagogy. Both parties have a mutual understanding, and you are working towards a
common objective. Additionally, the appropriate pedagogy enables teachers to track their
student’s academic development.
It is believed that the current problem on learning English as a subject lies more
from the deeper problem that needs to be addressed to provide a corresponding solution.
Hence, the knowledge and skills of public-school teachers in teaching English is a crucial
part in the learning process towards a better academic performance of the learners.
To provide students with high-quality learning experiences, teachers must possess
sufficient competencies to utilize diverse teaching methodologies that assess students'
learning and address their learning gaps in the classroom. Teachers should deliver
educational strategies that are relevant, developmental, and suitable. Additionally, they
should exhibit proficiency in their mother tongue, Filipino, and English to facilitate
teaching and learning. They possess the necessary skills for using technology,
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instructional methods, and communication techniques that serve as their teaching
pedagogy and practice to support successful learning outcomes (DepEd Order no. 42, s.
2017).
The Philippine government enacted the Republic Act 10533 also known as the
Enhanced Basic Education Act of 2013 to improve the nation’s educational system. This
law served as the foundation for the creation of sustainable educational systems that
would improve the existing educational systems in the Philippines to advance and
safeguard the right of all Filipinos to equitable access to high-quality education. The main
purpose of these modifications was to free up classroom space and give students enough
time to learn and develop the necessary competencies and skills in all learning areas.
According to Alsong and Along (2019), the K–12 Basic Education Program is intended
to reform the Philippine educational system, which aimed to empower every individual to
improve his quality of life, to provide adequate time, mastery of concepts, develop
lifelong learners, prepare graduates for tertiary education, and to develop mid-level skills.
Furthermore, DepEd commits to elevating teaching approaches and standards by
following the Philippine Professional Standards for Teachers (PPST) and capacitating
them in utilizing and maximizing the benefits of digital and remote learning.
A pre-survey was conducted in secondary schools in Area 2B under the Deped
Leyte Division. Senior High School English teachers were interviewed, and they
admitted that they were proficient in teaching the subject but not highly proficient and
distinguished because they were not updated with the approaches and strategies to apply
that will be suitable to their learners in this era due to insufficient trainings. In terms of
training on pedagogy, out of eight teachers only two of them were able to attend the
training for the past 2 years. Conducting this pre-survey will serve as the baseline of the
study.
Thus, A study will be conducted to understand the instructional knowledge and
skills of public-school teachers in Senior High School on 21st century learning handling
English subjects in Burauen, Leyte. The study of Purnama, Risnawati, Lismayante,
(2021) supports this argument, based on the results of their study, the researcher
suggested to the teachers that they should try to improve their strategy and competence
when teaching in the class. The main problem of English Teachers are focusing only on
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the book instruction, not using English while teaching, and just giving the learners
assignments without giving explanation in advance. There are also the solutions of all the
problems like joining learning seminar or teacher forum. Based on the findings and
conclusions made, Pascual, (2022) recommends the following: 1. Teachers may consider
adjusting to the perspectives and/or expectations of learners to tailor-fit their choice of
approaches and strategies in language teaching. 2. Teachers should be flexible in adapting
to and responding with the demands of the different areas of language and professional
competence. 3. Teachers must give more reading comprehension activities that enhance
the learner’s reading and thinking skills. 4. Teachers should provide examples of their
self-made write-ups for the students to use as their basis in crafting and writing contents.
5. Teachers may consider checking students’ grammatical errors and lapses frequently to
have a good communication
The findings of the study may serve as a basis to improve teacher quality and
competent instruction among secondary schools.
STATEMENT OF THE PROBLEM
This study aims to explore the pedagogical knowledge of English teachers in
Senior High School.
Specifically, the study will answer the following questions:
1.What is the profile of the respondents in terms of:
A. Educational Attainment
B. Teaching experience in English subject
C. English related Trainings attended for the past 2 years
1. District Level
2. Division Level
3. National Level
4. International Level
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2.What is the level of pedagogical competency of the Senior High School English
Teacher?
3. What are the lived experiences of English teachers in teaching English subjects Senior
High School learners?
SCOPE AND DELIMITATION
The researcher will not include the Junior high School teachers in public schools.
Senior high School Teachers in private institutions are also not included in the study.
This study focuses on the Senior High School English teachers in public secondary
schools in Burauen, Leyte, namely: Burauen Comprehensive National High School,
Burauen National High School, and Hibunauan National High School. The respondents
of this study are the Senior high school English teachers from each school. Two teachers
will be selected per school. It will also determine the profile of the respondents in terms
of educational background, teaching experience in English and training attended for the
past 2 years. To ensure the confidentiality of the respondents’ profile, a pseudonym will
be provided for each participant. All data gathered must be kept securely and only
accessible to the researcher. Approval in conducting research in schools must be
obtained.
SIGNIFICANCE OF THE STUDY
English teachers
The study can make a meaningful contribution to all public-school English
teachers especially in secondary level who are the respondents of this study about the
knowledge and skills they should have in teaching.
Learners
The findings of this investigation would bring them knowledge of the
fundamental ideas that may have an impact on their ability to use English and academic
achievement so they could direct themselves towards better performance and exert
additional effort in studying.
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School Administrators
The findings from this study are expected to help the teachers and school
administrators. For the teachers, the findings are expected to have further knowledge
about subject matter, content knowledge and pedagogical knowledge. Furthermore, the
findings of this study will make meaningful contributions to the government to provide
workshops and other related activities in developing teachers’ Pedagogical knowledge
and increase the quality of teaching.
Researchers
This research will serve and be used as a basis for other related studies and
additional literature in their future investigation. Also, it will be a great help for him/her
to understand the pedagogical and content knowledge in teaching English.
REVIEW OF RELATED LITERATURE
Webster outlines English is the characteristic of England, the English people, or
the English language. Oxford dictionary (2011) explains teacher is a person whose job is
teaching, especially in a school. Therefore, the researcher concluded that an English
teacher is someone who has the ability of English and has the ability to guide, direct, and
teaches English to students in the classroom.
Pedagogical Content Knowledge is a type of knowledge, experiences used by the
teacher. The concept of Pedagogical Content Knowledge was originally defined by
Shulman (1987) he hypothesized that to accomplish effective teaching, teachers need to
combine the subject and pedagogy so that they demonstrate “an understanding of how
particular topics, problems, or issues are organized, represented, and adapted to diverse
interests and abilities of learners, and presented for instruction.”
Purnama, Risnawati, Lismayante, (2021) defined Pedagogical Competence that is
one kind of competencies that completely need to be mastered by teachers. Pedagogical
competence refers to educational and teaching qualifications. One of the qualifications,
the teachers should have the ability to manage and run the process of teaching and
learning in the classroom.
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Al-Samarrai, (n.d.) undertook research in the Philippines to evaluate the quality of
basic education. The study's findings show that teachers need good quality professional
development opportunities to increase their competencies to improve students' learning
outcomes. It was supported by Morallo and Abay's (2019) study on the gaps in quality
teaching by assessing teachers' needs to develop a framework for an extension program
on teachers' professional development. According to the study's key findings, most
instructors agreed that professional development training in pedagogy and content
knowledge is strongly needed.
Moreover, in the study of Pascual, (2022), English is taught in a variety of ways at
junior and senior high schools. Students should learn macro skills to establish and refine
subject-specific competency. Senior High School has a more advanced strategy for
teaching and acquiring the required subjects. So, teachers should be more proficient in
using new ideas, methodologies, and innovations to make future generations more
productive.
The advent of technology opens a new generation in teaching, incorporating
technology, such as mobile devices, virtual reality, and smart tv. These new technologies
play a vital role in the development of the learner’s skill and knowledge in English. Roy
(2019) argues that the effective use of technology in education has changed the face of
education, and it has created more educational opportunities. Both teachers and learners
have benefited from various educational technologies, teachers have learned how to
integrate technology in their classrooms and students are getting more interested in
learning with technology. The use of technology in education has removed educational
boundaries, both students and teachers have collaborated in real time using advanced
educational technologies.
Throughout the time of COVID-19 pandemic, online learning has become the
norm for educational institutions in many countries, including the Philippines (Navarro et
al., 2021). Teaching English became a challenge for the teachers in online platforms.
According to Ramos and Baldespiñosa (2021), “even though the COVID-19 pandemic
has changed the academic landscape, language teachers still believe in the importance of
learnability and non-exclusivity, physical context dependency, and non-physical context-
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dependency of creativity, even in the absence or limited availability of internet
connectivity. Additionally, five emerging significant COVID-19 personal qualities—
creativity, optimism, versatility, inventiveness, and dedication—were discovered for
English teachers.” These outcomes served as the foundation for a novel offline English
language teaching framework that may be applied as a useful manual in academic
settings across the globe where online learning is not dependent on dependable internet
connectivity. In other words, teaching relied only on the creativity of teachers. There was
a limited face to face workshops and training for the teachers and as a result, academic
performance of learners in numeracy and literacy skills decreased. As reported by Bueno
and Pacis (2020) on CNN, as COVID-19 forces life to move online, there are also
Filipinos left behind because not everyone in the Philippines is connected to the internet
and that there is no inclusivity in the absence of interconnectivity in education. This
presents a challenge for teachers as to how the lessons' teaching is continued without
being disrupted by community quarantines and lockdowns issued by the government to
minimize the spread of COVID-19.
Almazroa & Alotaibi, (2023) argue that in today's fast developing world,
education plays an essential role in preparing students for the challenges and
opportunities they will come across in the 21st century. Traditional teaching methods
alone are no longer sufficient to equip students with the skills and competencies
necessary for success in an increasingly complex and interconnected world.
Teachers play a crucial role in nation building. Through quality teachers, the
Philippines can develop holistic learners who are steeped in values, equipped with 21st
century skills, and able to propel the country to development and progress. This is in
consonance with the Department of Education vision of producing: “Filipinos who
passionately love their country and whose values and competencies enable them to
realize their full potential and contribute meaningfully to building the nation” (DepED
Order No. 36, s. 2013).
THEORETICAL AND CONCEPTUAL FRAMEWORK
This investigation was anchored on the Constructivist Learning Theory by Jerome
Bruner. Constructivism is a learning theory found in psychology which explains how
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people might acquire knowledge and learn. It therefore has direct application to
education. The theory suggests that humans construct knowledge and meaning from their
experiences. Likewise, if a language teacher acquired a sufficient knowledge on a
particular writing activity, then it will not be a problem to the part of the learners because
the teacher can be a great guide to them in constructing their knowledge and giving
meaning to it through their past experiences.
However, Lev Vygotsky suggested in his Social Constructivism theory that this
approach blends both teacher-guided and student-centred pedagogy. He argued with
Piaget’s approach that says ideal learning can potentially happen within a social context.
Lev believes that an effective way of teaching and learning is a two-way process, i.e.,
through the interaction between students and teachers. He extends it by saying that
teachers should involve students in different interactions, processes, modelling,
questioning etc.
Conceptually, the study was anchored on the Philippine Professional Standards
for Teachers, which was developed by the Department of Education (DepED) from the
National Competency-Based Teacher Standards (NCBTS). The professional standards
aim to improve the quality of teachers in the country in response to the K-12 reform and
21st-century educational demands. This contains the different domains, strands, and
indicators to measure the teachers’ professional competence, practice, and engagement
for the improvement of the learning outcomes and the quality of Philippine education
(DepED, 2017).
INPUT PROCESS OUPUT
Profile of the Analysis of Data Analysis of Data
respondents
In-depth Interviews Sufficient training on
Level of pedagogy in English
Pedagogical Focus Group Subjects in Senior
Competence Discussion High School
Lived experiences of Better teaching
English Teachers Quality
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Figure 1. Conceptual Framework of the Study
CHAPTER II
METHODOLOGY
This chapter presents the research design, research participants, data gathering
procedure and data analysis.
Research Design
This is a qualitative study using phenomenological design because it discusses
about the teachers' perspectives and lived experiences of English teachers in teaching
English. Phenomenology is the study of a given phenomenon as experienced by a group
of people. The aim of phenomenology is "to describe and understand the essence of lived
experiences of individuals who experienced a particular phenomenon". In addition, what
appears in consciousness is an absolute reality while what appears to the world is a
product of learning. Particularly, this study used hermeneutic phenomenology which
allows the researcher to use his own subjectivity in the study. Employing in-depth
interview and focus group discussion, the researcher will be able to obtain the data
needed to shed light on the problem under investigation.
Research Respondents
The participants of the study are the ten (10) Senior High School English teachers
in the Department of Education only. These participants came from the three secondary
schools in Burauen, Leyte (Area 2B), Division of Leyte.
Data Gathering Procedure
The researcher will consider some procedures in order to obtain the data of this
study. These were done through the following phases:
Phase 1: Preliminaries.
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With the approval given by the Schools Division Superintendent and the school
principals, the researcher will visit each school and will talk to each Senior High School
English Department Head so he could immediately ask assistance from each teacher.
With the help of the SHS English Department Head, the researcher will convene the
teachers in each school and will conduct a short orientation on what they will expect to
do and explain the nature of the study. The researcher added as well that the gathered
information from them would be handled with utmost confidentiality. After the short
orientation, each teacher was given a consent form to affix their signature if they acceded
to the request of participating in the study. The researcher also noted the preferred
schedule of the teachers in the interview and FGD. Part of the preliminary phase was the
distribution of guideline during the interview to the teachers.
Phase 2: In-depth Interview.
This is the phase wherein the researcher will go back to each school during the
scheduled time. The researcher will have an in-depth recorded interview for each
participant. The participants answered several questions based on the interview guide.
Phase 3: Focus Group Discussion.
Participants will be gathered on a separate day in a particular place for the focus
group discussion. The researcher will explain first that FGD is a good way to gather
people from similar backgrounds or experiences to discuss a specific topic of interest.
The group of participants will be guided by the researcher as moderator because he is the
one who introduced the topic and asked them several questions afterwards. The FGD will
also be recorded with the signed consent form from the participants.
Phase 4: Transcription of Responses.
After the in-depth interview and FGD, the researcher transcribed the recorded
interviews and discussions. After the transcription, the final transcripts were signed by
the participants.
Data Analysis
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The researcher analyzed and interpreted the gathered data from the opinionnaires,
in-depth interview and focus group discussion. The researcher recorded the responses of
the in-depth interview and FGD. The data was transcribed by the researcher. The
transcripts from the in-depth interview and FGD were analyzed for codes and themes,
and data analysis followed. From the responses of the English teachers, their
perspectives, strategies and lived experiences in the teaching of writing were presented
depending upon the dominant themes that emerged from the in-depth interview and focus
group discussion. These dominant themes served as the bases for the results and
recommendations of the study.
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