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This document discusses the difficulties faced by teachers and students in teaching technology and livelihood education during the COVID-19 pandemic. It notes that the sudden transition to online learning created stress for both parties, as teachers had little training in online pedagogy and students lacked resources. Challenges included poor infrastructure, inexperience with digital tools, lack of support and training for teachers, and difficulties conducting practical activities online. The pandemic also exacerbated normal stressors for teaching like heavy workloads and time pressures. Coping strategies discussed include problem-focused approaches to deal with issues in a healthy way.

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Rea Ramirez
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60 views3 pages

Activity 2

This document discusses the difficulties faced by teachers and students in teaching technology and livelihood education during the COVID-19 pandemic. It notes that the sudden transition to online learning created stress for both parties, as teachers had little training in online pedagogy and students lacked resources. Challenges included poor infrastructure, inexperience with digital tools, lack of support and training for teachers, and difficulties conducting practical activities online. The pandemic also exacerbated normal stressors for teaching like heavy workloads and time pressures. Coping strategies discussed include problem-focused approaches to deal with issues in a healthy way.

Uploaded by

Rea Ramirez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Competencies of the Technology and Livelihood Education Teachers in

Governor Feliciano Leviste Memorial National High School during Covid 19


Pandemic

Conceptual Framework

This study showed the concepts derived from the different sources like books, journals
and studies conducted to get a rough idea or to present a more favorable approach to the idea
or thought of the conceptual framework of this study.
The IPO model serves as the general structures and guides for the direction of the study
presented in the conceptual framework. The inputs of this study includes the profile of the TLE
teachers such as age, gender, civil status, length of service, position title and educational
attainment. It also included the level of competency of teachers along the content knowledge
and the relationship between the profile and the level of competency of the teachers. These
inputs revealed the strength and weakness along TLE instruction which can be used as basis
for teachers’ professional development. The process includes the construction of the
questionnaire, validation of the questionnaire, administration of the questionnaire, distribution of
questionnaires and comparative analysis of data. Lastly, the output which includes the
enhancement program to address the competency of the TLE teachers in the new normal.
INPUT PROCESS OUTPUT
1. Profile of TLE teachers in
terms of:

1.1 Age
1.2 Gender *construction of the
1.3 Civil Status questionnaire
Competency Enhancement
1.4 Length of service
*validation of the Program for TLE teachers in
1.5 Position Title
questionnaire Governor Feliciano Leviste
1.6 Educational
Memorial National High School
Attainment
*administration of the during Covid 19 Pandemic
2. Level of Competency of questionnaire
teachers along:
*distribution of questionnaire
2.1 Industrial Arts
2.2 Home economics *comparative analysis of data
2.3 Agriculture and
Fishery Arts
2.4 Information and
Communication Technology

FEEDBACK
Teacher and Students Difficulty and Coping Strategy in Teaching Technology and
Livelihood Education in the New Normal

Related Literature

Teaching often is listed as one of the most stressful professions and being in the midst
of this pandemic teaching technology and livelihood education which needs an actual
activity triggers its own unique challenges. Responses to the Covid-19 pandemic have
created a long list of new stressors for both students and teachers to deal with,
including problems caused by the emergency conversion teaching technology and
livelihood education
The COVID-19 pandemic has impacted education at all levels in various ways.
Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’
transition from face-to-face to remote teaching. They also had to create learning
environments for student and teachers doing their preparation in the light of the
requirements of teacher education programmes and the conditions in which all schools
had to operate. Response to the Covid-19 pandemic crisis has produced no shortage of
stressors as it is most definitely a period of heightened psychological stress.
According to Flores and Gago 2020 the COVID-19 pandemic has affected
education, and teacher education in particular, in various ways. As a result of the
closure of many schools, teachers and students had to rapidly adapt to remote
teaching. Teacher education is no exception. The need to create learning environments
for student teachers doing their teacher education preparation implied decisions,
choices and adaptations in order to meet not only the expectations of students but also
the requirements of teacher education as well as the conditions in which both
universities and schools had to operate.
Moreover the rapid, unexpected and ‘forced’ transition from face-to-face to
remote teaching has entailed a number of challenges and constraints but also
opportunities that need to be examined. Existing literature points to an ‘emergency
remote teaching’ (Bozkurt and Sharma 2020, i) or 'emergency eLearning’ (Murphy 2020,
492) and to difficulties associated with poor online teaching infrastructure, inexperience
of teachers, the information gap (i.e., limited information and resources to all students)
and the complex environment at home (Zhang et al. 2020). In addition, lack of
mentoring and support (Judd et al. 2020) and issues related to teachers’ competencies
in the use of digital instructional formats (Huber and Helm 2020) have also been
identified.
In many parts of the world, the education systems have responded by stopping
face-to-face in-classroom instruction and making a rapid conversion to online or remote
teaching, specially in teaching technology and livelihood education that maybe difficult
for both teacher and students when they need to have a practical activity.
According to Schleicher 2020, in many cases, teachers were given mere days or
even hours to convert face-to-face classes to online teaching via synchronous and/or
asynchronous methods, often in spite of challenges concerning the availability of
necessary digital devices, prior training in online teaching techniques, and/or effective
online learning support platforms. In most cases, teachers have not been trained in the
necessary technical and pedagogical skills to integrate digital technology instruction.
In addition to that, Tuominen and Leponiemi 2020 said that the ongoing Covid-19
crisis has been, and will continue to be, both a massive challenge and a learning
experience for the global education community. Guzdial 2020,Lehmann 2020 and
Milliqan 2020 added that practically no one saw (or wanted to believe) something like
this coming that the situation has been described as ‘emergency online homeschooling’

Johnson et al 2015 also added that even pre-pandemic, teaching was often listed
as one of the most stressful professions.According to Mercer & Gregersen 2020 some
of the ‘normal’ (i.e., pre-pandemic) stressors that teachers in general (not just language
teachers) suffer from include pressure inflicted by heavy workloads, time constraints,
unbalanced work-life integration, limited autonomy, excessive administrative obligations,
strained relationships with colleagues and school leaders, role conflict/ambiguity,
managing innovation and change, emotional labor, dread over losing control of the
class, fear of evaluation, and low professional self-esteem, among others.
 Moreover Boniwell & Tunariu 2019 added that early research suggested that problem-
focused was preferable to emotion-focused coping for long-term, healthier psychological
functioning, though it is now recognized that most stressors elicit both types of coping.

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