Teachers Lived Experiences In The Limited In-Person Instruction

Abstract

This Descriptive Phenomenological research design was conducted to examine and describe the lived experiences of basic education teachers who transitioned from full-time remote instruction to limited in-person instruction. Specifically, their experiences, reflections, and insights in the implementation of limited in-person instruction were enumerated. Twelve in-person teachers who were directly involved in this instruction were purposefully chosen as participants. Descriptive phenomenology research design was employed. Data were analyzed through Colaizzi’s (1978) method. The experiences of the limited in-person implementers were themed as follows: (1) intrinsically motivated teachers; (2) bridges instructional delivery gap; (3) authentic and holistic assessment; (4) gaps that affect teaching and learning; and (5) resiliency towards recovery and a need for training/s. These experiences, as well as the need for appropriate ICT training or reframing of teaching-learning pedagogies for the 21st century teachers, will be taken into account as one of the references in future planning, implementation, and assessments relevant to the full expansion of in-person classes.