Implementation of 2c2ir: Experiences and Challenges By the Elementary Master Teachers in the District of Trece Martires City

Abstract

INTRODUCTION

A paradigm shift from the teacher-centered to learner-focused instruction has transpired to keep abreast with the demands of the 21st Century. The experiences and challenges encountered by the MTs in applying the pedagogical delivery through the Constructivist, Collaborative, Inquiry-based, Integrative, and Reflective (2C2IR) in the classroom setting in attaining the life-long learners made the study its realization. It aims to unfold the mirror image of the real scenario of the program implementation.

METHODS

This Phenomenological study aimed to determine the experiences and challenges encountered by the 14 elementary Master Teachers (MTs) in the district of Trece Martires City in the pedagogical delivery through the 2C2IR instruction. It utilized an interpretive qualitative phenomenological method of research using the expert opinion sampling, a type of purposive sampling wherein the key informants were experts in the approaches described above and strategies in teaching. The study employed the focus group discussion, unstructured interview documents, and non-participant observation. The results were analyzed using thematic analysis resulting in the formulation of themes anchored to the key informants' responses.

RESULTS

As to their experiences, themes generated include learner-focused instruction, and challenges in teaching such as lack of knowledge of the teachers, time management, and poor technical support on how to deliver the approaches in teaching. It showed the boon and bane of the program resulted in the formulation of an action plan for the development program of the MTs. Learner-focused instructions were divided into five basic themes and organizing themes wherein learners tend to explore ideas through differentiated instruction. It increases the level of interest of the pupils based on the experience of the key informants. The challenges encountered were classified into personal and technical factors.

DISCUSSIONS

The responses were identified in the positive and negative impact of the pedagogical delivery thru 2C2IR as experienced by the master teachers. However, the MTs experienced the drawbacks of the program despite the commendable results. An action plan was made for the development of the master teachers before transferring the ideas to the teachers by Focus Group Discussion of the MTs to have a proper incubation process on identifying certain issues and concerns on how to enhance the implementation of 2C2IR before conducting training or workshop.