A Phenomenological Study on Out-of-Field Teaching Experiences of Non-History Majors in the Higher Education Department

Cesar  San Jose,

A Phenomenological Study on Out-of-Field Teaching Experiences of Non-History Majors in the Higher Education Department

Abstract:

This phenomenological study explored the lived experiences of non-history major teachers teaching in the Higher Education Department. The study was participated in by five (5) non-history major college teachers who have been given history subjects to teach for one to three years and were selected purposively. Moreover, the data was gathered through in-depth interviews with the participants, which drew out four (4) themes as follows: (a) experiences of out-of-field college teachers in teaching History subjects; (b) challenges encountered by out-of-field college teachers in teaching history subjects; (c) coping mechanisms posed by teaching history subjects; (d) insights of the out-of-field college teachers in teaching history subjects. The study revealed that out-of-field teachers had diverse experiences, such as guilt because of a lack of content knowledge and teaching strategies and techniques to teach students, feelings of inadequacy to cope with unprecedented misaligned teaching assignments, stress, and anxiety about handling the unmastered subject. To cope with the challenges posed by out-offield teaching, the participants of the study employed different coping mechanisms: allotting time to research and study the content, seeking help from colleagues who have the expertise in the subject, using teaching strategies to easily capture students' attention, becoming resourceful and creative, and accepting their profession's real challenges, including being assigned to teach subjects outside their field. Narratives further revealed that teachers should not be made to teach subjects not their major, but rather they should teach their subject of expertise since student learning can be compromised with out-of-field teaching. However, handling a subject in which the teacher does not have expertise will not make a teacher incompetent but instead allows the teacher to become more creative and concerned in making the lesson effective

References:

Akram, M., Ilgan, A., & Ozu, O. (2017). Quality of school work life of public school teachers: Cases from Turkey and Pakistan. Journal of Education and Educational Development
Alcantara, A. A., (2019). The Effects of the constructivist approach in the development of historical thought. (Unpublished Thesis). Universidad de Sta. Isabel de Naga, Inc., Naga City
Alipio, S. (2009). Organizational climate and human resource management practices in the DC-SLMES input to strategic policy redirection model. (Unpublished Dissertation) University of Santo Tomas, Manila.
Ampuan, M. J. (2001). Mariners polytechnic educational system and quality standard system. (Unpublished Dissertation) Universidad de Sta. Isabel, Naga City
Bertalany, L. (2000). General system theory: Foundations development application. New York: G. Brazillier
Bilbao, P. P. et. al. (2006). The teaching profession. Lorimar Publishing Inc.
Bohlander, G., Snell, S. and Sherman, A. (2001) Managing human resources. South-Western College Publishing, USA
Braun, V., & Clarke, V. (2014). What can "thematic analysis" offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-being
Breen, S., Meehan, M., O'Shea, A., & Rowland, T. (2018, April). An analysis of university mathematics teaching using the Knowledge Quartet. In INDRUM 2018.
Bugwak, E. R. (2021). Travails of out-of-Field teachers: A qualitative inquiry. Journal of World Englishes and Educational Practices, 3(2), 36 57. https://doi.org/10.32996/jweep.2021.3.2.4
Cooney, R. & Paqueo-Arrezo, E. (1993). Higher education regulation in the philippines: Issues of control, quality assurance and accreditation. Higher Education Policy.
Earl, L. M. (2013) Assessment as learning: Using classroom assessment to maximize student learning. USA: Corwin Press.
Galangco, R. (2002). Professional development needs of the faculty of the college of education. (Unpublished Dissertation). University of Baguio.
Gerring, J. (2017). Qualitative methods. Annual Review of Political Science.
Goetsch, D. et al. (2010). Quality management for organizational excellence. Pearson Prentice Hall
Gosh, B. (2004). Strategic management: An assessment. Sterling Publishers Private Limited.
Harzing, A. & Pinnington, A. (2011). International human resource management. SAGE Publications Inc.
Heywood, J. (2000). Assessment in higher education. UK Jessica Kingsley.
Katzenback, J. (2000). Peak performance: Aligning the hearts and minds of you employees. Mckinsey & Co. Inc., USA.
Korten, D. (2000). Getting to the 21^st century: Voluntary action and global agenda. Kumarin Press, Inc.
Kwak, Y. (2019). Secondary school science teacher education and quality control in korea based on the teacher qualifications and the teacher employment test in korea. Asia-Pacific Science Education.
Marx, G. (2006). Future-focused leadership. ASCD, Alexandria, Virginia USA.
Ortegas, C. (1994). Human resource development: The philippine experience. Ateneo de Manila University Press, Bellarmine Hall, Katipunan Ave., Loyola Heights, Quezon City.
Sutherland, J. (1978). Management handbook for public administrators. Van Nostrand Reinhold Company.
Tabagan, E. (2005). The development of sta. Lutgarda high school and its contribution to cabusao, camarines sur. (Unpublished Thesis).Ateneo de Naga University, Naga City.