Teaching Pedagogies of Multi-grade Public Elementary Teachers

Abstract

This qualitative study employed the phenomenological approach to determine the teaching pedagogies of multi-grade public elementary teachers in San Isidro, North and South District, Division of Mati City. Ten (10) multi-grade public elementary teachers were taken as participants. The study explored how multi-grade teachers employed their teaching pedagogies in the multi-grade classroom environment. After thematic analysis, results revealed that the multi-grade public elementary teachers used varied teaching strategies in teaching multi-grade classes. There were seven (7) major themes that emerged: lecture method, collaborative learning, experiential strategy, deductive approach, diagnostic approach, explicit teaching, and integrative approach. It was also found out from the themes generated, teachers utilized varied classroom activities, classroom observation, and the use of books. Moreover, the professional knowledge and pedagogies are necessary to effectively teach multi-grade classroom. This needs tedious preparation so teachers would not be able to compromise the content of the subject taught. Thus, in the context of equal education for all, teachers have to be resourceful and creative by offering possible alternative pedagogy of learning including collaborative processes and individual performances.