Abstract
This research aimed to analyze secondary English teachers' pedagogical discontent and identify factors relating to this construct. Further, this study established the teachers’ affective response to his evaluation of the effectiveness of his existing teaching practices and goals. This study utilized descriptive research with a qualitative approach using the multiple-case study design. The researcher distributed a pedagogical discontentment checklist to identify the English teachers with ‘high’ or ‘very high’ pedagogical discontentment, wherein eight (8) participants were identified. They belong to the eight (8) secondary schools in one of the districts in the Schools Division of Zambales. The eight (8) participants were subjected to individual interviews and focus group discussions. It was found out that most of the participants were female, middle adult, holding Teacher I position; Seven (7) participants have high pedagogical discontentment whereas only one (1) participant has very high discontentment; Teachers are recommended to undergo training workshops on pedagogy. Conducting regular focus group discussions on improving the weak areas are noted; An investigation on the frustrations, attitudes and beliefs, interventions, classroom practices, and aspirations of the English teachers should be conducted considering their contexts. Professional learning communities are deemed necessary.
Highlights
The beginning of collecting, reflecting, reasoning, understanding, and accumulating practical wisdom is teacher thinking
It starts with guidance during pre-service teacher education and continues through in-service professional development (Huang, 2015). It means that the teachers' knowledge and beliefs greatly affect their teaching and how they take up new messages about their teaching. This is a process that is heavily influenced by a teacher's thinking as one enters the experience called Pedagogical Discontentment (Southerland et al, 2016)
The research intended to add in the existing body of knowledge in as much as the construct pedagogical discontentment is concerned
Summary
The beginning of collecting, reflecting, reasoning, understanding, and accumulating practical wisdom is teacher thinking. Teachers' thinking and practice are shaped through practical experience and through deliberate application of theory to practice. It starts with guidance during pre-service teacher education and continues through in-service professional development (Huang, 2015). It means that the teachers' knowledge and beliefs greatly affect their teaching and how they take up new messages about their teaching. This is a process that is heavily influenced by a teacher's thinking as one enters the experience called Pedagogical Discontentment (Southerland et al, 2016).
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