Teachers Adapting to Curricular Change: Basis for Teacher Education Curriculum Review

Abstract

Implementing the flexible mode of instruction at all levels is a challenge to the educational system, especially to teachers who deliver subjects that are highly skill-based. This two-phase study investigated the strategies that enabled teachers to adapt to curricular change. Phase one of the study involved a phenomenological inquiry into the new demands of flexible delivery of TLE/TVL among secondary level teachers in the Philippines and the competencies that enabled them to meet these emerging demands. Data were gathered through semi-structured individual interviews with five teachers at the secondary level. Phase two of the study utilized the preliminary findings to review how the new teacher education curricula for TLE/TVL promote the necessary competencies to train teachers who are adaptable to curriculum change. Findings revealed that flexible learning modes demand teachers to explore creative and resourceful ways of delivering the same core practices such as teaching, assessment, and establishing connections with clients and stakeholders. Teachers meet these challenges through a combination of institutional training, resources, and personal learning initiatives. Further, opportunities to develop the competencies that teachers need to adapt to the curricular change are provided in the new teacher education curriculum. With the importance of self-learning and expansion of research skills development in the TLE/TVL teacher education curricula was then recommended. Keywords: online, modular, blended, technology and livelihood education, technical and vocational education