Hope with the Last Leaves: A Narrative Inquiry on the Lived Experiences of Reading Teachers in Distance Learning

Abstract

Introduction

In education, specifically within formal classroom settings, nurturing independent readers is a multifaceted objective. Recognizing the profound influence of reading on fostering various core competencies, educators are tasked with developing this critical literacy skill in learners. Guided by their beliefs and methodologies, teachers shape their approach to reading instruction, determining the models, methods, materials, and assessments suited for their classes. The diversity of contexts and evolving circumstances necessitates flexibility, as no universal strategy fits all situations.

Method

This prompted researchers to delve into the reading teaching experiences and practices of Bacnotan District Teachers. The central inquiry revolved around understanding how reading teachers implement instruction in the context of distance modular learning. Employing a narrative inquiry design, the study aimed not to uncover causation or explanations but to capture the participants' life experiences through rich narratives. These stories were the foundation for crafting a recommended distance modular learning reading instructional model.

The study focused on 11 Grade Three teachers, selected through random sampling from 17 public schools within Bacnotan District. Respondents were chosen purposively, guided by criteria such as learning mode, grade level, and shared experiences.

Findings

The study's findings unfolded through three major themes:

Theme 1: Going Through the Autumn Season of Learning This theme encapsulated reading teachers' struggles during modular distance learning. Challenges included parents' inability to guide their children effectively, learners' reading habits, and a need for necessary devices for tracking reading activities. The absence of face-to-face interaction posed substantial hurdles to effective reading instruction, especially for first-time modular distance learning teachers.

Theme 2: Spirit of Sacrifice This theme highlighted the dedication and love of teachers toward reading. It uncovered their battles as they navigated the uncharted waters of distance learning. Excerpts from their experiences illustrated teachers' innovative ways of fulfilling their roles amidst the circumstances.

Theme 3: Celebrating the Victory This theme showcased the fruits of reading teachers' labor. It emphasized the significance of their perseverance and dedication in narrowing the reading gap among Grade Three learners. Anecdotes from their journeys further underscored their triumphs in modular distance learning.

Conclusion

The journey of Modular Distance Learning in reading was indeed a challenging yet fulfilling endeavor. Drawing from the collective practices and experiences of reading teachers, the study affirmed that teaching reading in distance learning was an immense challenge. The pivotal role of reading teachers in a child's reading journey emerged clearly. Their dedication and love for learners motivated them to adapt to the new normal of teaching. Resourcefulness and innovation acted as their weapons against adversity. Furthermore, the study illuminated that reading teachers shared a common goal aligned with the Department of Education's vision of "Bawat Bata Bumabasa" (Every Child a Reader). In light of these conclusions, the researcher recommended a distance learning reading instructional model to guide Grade Three reading teachers within the Bacnotan District, built upon the collective wisdom of these experiences.