Development of a practice-driven framework for leading teaching Bachelor of Technology and Livelihood education home economics courses in the new normal : exploring challenges and opportunities / Ma Catalina D. Cadiz

Dissertation

College of Industrial Education Doctor of Education in Industrial Education Management Technological University of the Philippines 2023

"This study explored the challenges and opportunities of BTLED teachers in the new normal as a basis for developing a practice-driven framework for teaching BTLED courses. The study was conducted in all the Higher Education Institutions in Region Ill that offer a Bachelor of Technology and Livelihood Education program with distinction as Center of Excellence (COE) and Center of Development (COD) in Teacher Training. These awarded institutions, Center of Excellence (COE) and Center of Development (COD) distinction by the Commission on Higher Education (CHED) are institutions of higher learning that demonstrate excellent performance in the areas of instruction research and publication, extension and linkages and institutional qualifications. The participants of the study are in—service teachers from these two (2) COE and two (2) COD state universities offering BTLED courses in Region Ill. A mixed method research design, particularly the use of sequential exploratory approach was employed. As the study utilized a mixed method research approach, instruments such as interview guide through focus group discussion and survey questionnaires were used. Interviews were done to elicit the actual experiences of teachers in the new normal setting. The responses in the interview are also the source of the information in developing the survey questionnaire. The qualitative data were analyzed with the use of coding techniques put forward by Saldana (2021). Three stages of the coding process were observed: 1) open coding, 2) axial coding, and 3) selective coding which were filtered to serve as the basis for a practice-driven framework in teaching BTLED courses. Meanwhile, quantitative data, descriptive statistics such as mean and, standard deviations were used to describe the socio-demographic characteristics of the study participants. Pearson r was employed to determine correlation among the responses of participants relative to their gender, length of teaching experience educational and attainment, among others. All the responses from the survey questionnaire in the form of Liked scale were statistically analyzed. Following the sequential—exploratory mixed-method approach of the study, the qualitative and quantitative data sets became the anchorage of the development of the framework. A total of 187 open codes, 55 axial codes, and 17 themes were made. Specifically, the themes generated in the study are the following: 1) learner-oriented approaches, 2) teacher-oriented approaches, 3) experiential learning approaches, 4) distance learning. 5) differentiated activities, 6) quality standards and indicators, 7) teachers' expertise and qualifications, 8) online challenges and concerns, 9) opportunities unlocked, 10) accommodating learners needs, 11) upskilling and reskilling. 12) complementation practices in teaching, 13) teacher development. 14) materials development, 15) character traits of effective teachers, 16) innovative practices, and 17) key learning experiences. The themes generated in the study were the basis for developing the practice-driven framework composed of four key components to wit: (a) Competent and qualified teachers; (b) Sound teacher's practices; (c) Quality teaching and learning standards; and (d) Effective instructional approaches. The new normal practice-driven framework was validated using the Delphi Technique with two rounds of iterations. The framework is recommended to be adapted and used by institutions of higher learning to promote practice-driven practices in teaching BTLED courses in the new normal. Author's Abstract"