The Experiences of Non-PE Teachers in Teaching First Aid and Emergency Response: A Phenomenological Study

Abstract

This phenomenological study aimed to explore and understand the experiences of non- PE teacher in teaching First Aid and Emergency Response in District I Asuncion, Davao Del Norte. The participants’ experiences, coping mechanisms, and insights were gathered. The theory and the idea of the study were gleamed through the Skills Acquisition Theory of Fitts and Posner (1967), Pedagogical Content Knowledge (PCK) by Shulman (1987), and Experiential Learning Theory by Kolb (1970). Out of the fourteen (14) participants who participated in this study, seven (7) non-PE teachers underwent in- depth interviews (IDI), and another seven (7) for focus group discussion (FGD); (7) participants of them participated virtually through Zoom application while the other (7) participants underwent to a face-to-face interview. They selected to purposive sampling technique. As to the experiences of the non-PE teachers, the following themes emerged: experiencing lack of resources; inadequacy of training opportunities; giving value to learning first aid and emergency response; having struggles in teaching due to insufficient knowledge and skills; provision of practical knowledge and personal growth; having lack of confidence and uncertainty in teaching first aid; and having students who actively participating. To address the issues and challenges, the non-PE teachers mentioned the following: application of experiential learning in practical knowledge skills education; collaboration with people in first aid and emergency response; being optimistic and enthusiastic; sustaining creative adaptation and comprehensive readiness; and utilizing online resources for knowledge enhancement. They also cited insights they could share with others through the themes that emerged; provisions of support, training, and seminar- workshop for non-PE teachers; integration of practical application in real scenarios; continuous professional development in first aid and emergency response; and practice of being calm in emergency response. The results are deemed essential to non–PE teachers, students, the Department of Education, School Administrators, and other stakeholders to give awareness and create best practices that would provide great help in delivering quality teaching of First Aid and Emergency Response, training techniques that would motivate and encourage the non- PE teachers.