Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education

https://doi.org/10.35912/jshe.v1i4.721
Published: Aug 19, 2021

Abstract:

Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?".

Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in preparing the new normal classroom observation.

Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently.

Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines.

Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education.

Keywords:
1. Classroom observation
2. Teachers' performance
3. New normal education
Authors:
1 . Kevin Caratiquit
Lal-lo National High School, Lal-lo, Cagayan, Philippines
2 . Reynel Pablo
Licerio Antiporda Sr. National High School, Buguey, Cagayan, Philippines
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How to Cite
Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education, 1(4), 281–296. https://doi.org/10.35912/jshe.v1i4.721
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Issue & Section
Vol. 1 No. 4 (2021): August
Articles
References

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    Cahapay, M. B. (2020). Philippine basic education learning continuity plan: Creating space for Indigenous Peoples toward inclusive post-COVID-19 education. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2102. https://www.researchgate.net/publication/346474579_Philippine_Basic_Education_Learning_Continuity_Plan_Creating_Space_for_Indigenous_Peoples_toward_Inclusive_post-COVID-19_Education

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    Guo, Y., Cao, Q., Hong, Z., Tan, Y., Chen, S., Jin, H., Tan, K., Wang, D., & Yan, Y. (2020). The origin, transmission and clinical therapies on coronavirus disease 2019 (COVID-19) outbreak – an update on the status. Military Medical Research, 7(1). https://doi.org/10.1186/s40779-020-00240-0

    Halim, S., Wahid, R.A., & Halim, T. (2018). Classroom observation- A powerful tool for continuous professional development (Cpd). International Journal on Language, Research and Education Studies, 2(2), 162-168. https://doi.org/10.30575/2017/ijlres-2018050801

    Hernando-Malipot. (2020, July 3). DepEd: Most students prefer 'modular' learning over online. Manila Bulletin. https://mb.com.ph/2020/07/03/deped-most-students-prefer-modular-learning-over-online/

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    Joshi, A., Vinay, M., & Bhaskar, P. (2020). Online Teaching amidst COVID-19 in India: An Outlook. Asian Journal of Distance Education, 15(2), 105 111. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/454

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    Wairimu, M. J. (2016). Teachers' Perception on Classroom Observation and Checking of Pupils' Exercise Books by Head Teachers on Performance of Duty in Primary Schools in Nakuru North District, Kenya. Journal of Education & Social Policy, 3(3), 1-8.

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  2. Ali, W., & Kaur, M. (2020). Mediating educational challenges amidst covid-19 pandemic. Asia Pacific Institute of Advanced Research, 6(2), 40-57. https://apiar.org.au/wp-content/uploads/2020/08/4_APJCECT_V6_I2_2020_pp.40-57.pdf
  3. Arrieta, G. S., Dancel, J. C., & Agbisit, M. P. (2020). Teaching Science in The New Normal: Understanding The Experiences of Junior High School Science Teachers. Jurnal Pendidikan MIPA, 21(2), 146-162. http://jurnal.fkip.unila.ac.id/index.php/jpmipa/article/view/21460
  4. Barrera, K. I., Jaminal, B., & Arcilla, F. J. (2020). Readiness for flexible learning amidst COVID 19 pandemic of Saint Michael college of Caraga, Philippines. SMCC Higher Education Research Journal, 2(1). https://doi.org/10.18868/cte.02.060120.01
  5. Barrogo, S.D. (2020). Teachers' Perception of Standardized Classroom Observation Tool. International Journal of Academic Pedagogical Research (IJAPR), 4(7), 1-5. https://dx.doi.org/10.13140/RG.2.2.16123.13603
  6. Butron, V. (2021). Responsiveness, Emotions, and Tasks of Teachers in the New Normal of Education in the Philippines. International Journal of Research Publication and Reviews, 2(4), 310-315. https://www.ijrpr.com/uploads/V2ISSUE4/IJRPR378.pdf
  7. Cabigao, J. R. (2021). Class Observation Post-Conference Framework for Teachers. International Journal of Academic Multidisciplinary Research, 5(2), 256-258. https://www.researchgate.net/publication/349692651_Class_Observation_Post-Conference_Framework_for_Teachers
  8. Cahapay, M. B. (2020). Philippine basic education learning continuity plan: Creating space for Indigenous Peoples toward inclusive post-COVID-19 education. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2102. https://www.researchgate.net/publication/346474579_Philippine_Basic_Education_Learning_Continuity_Plan_Creating_Space_for_Indigenous_Peoples_toward_Inclusive_post-COVID-19_Education
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  37. ICTE Solutions. (2020). The |Importance of ICT in Education|. https://www.ictesolutions.com.au/blog/why-schools-should-invest-in-ict/ The importance of project monitoring. (2020, February 17).
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  39. Tupas, F. P., & Linas-Laguda, M. (2020). Blended learning – An approach in Philippine basic education curriculum in new normal: A review of current literature. Universal Journal of Educational Research, 8(11), 5505-5512. https://doi.org/10.13189/ujer.2020.081154
  40. Wairimu, M. J. (2016). Teachers' Perception on Classroom Observation and Checking of Pupils' Exercise Books by Head Teachers on Performance of Duty in Primary Schools in Nakuru North District, Kenya. Journal of Education & Social Policy, 3(3), 1-8.