Challenges and Pedagogical Practices of Science Teachers in Rural Palawan: Basis for the Development of a Context-Responsive Pre-Service Science Teachers’ Training Program
DOI:
https://doi.org/10.5281/zenodo.20094621Keywords:
context-responsive teacher training, Palawan, pedagogical practices, phenomenology, rural science education, teacher challengesAbstract
Science education is fundamental to cultivating scientifically literate citizens and fostering engagement with societal issues. In rural schools, however, this potential is constrained by persistent resource shortages, limited infrastructure, and uneven teacher preparation, which collectively diminish instructional quality. This study examined the challenges and pedagogical practices of 15 high school science teachers in rural Palawan through a qualitative‑descriptive phenomenological design. Co‑participants were purposively selected, and their narratives were gathered through semi‑structured interviews and analyzed using Colaizzi’s method. The analysis revealed six emergent themes describing instructional challenges: structural resource constraints, spatial and environmental constraints on teaching, curriculum and institutional pressures, learner preparedness and engagement barriers, socioeconomic and cultural contextual barriers, and professional vulnerability in rural teaching. Alongside these, five emergent themes highlighted adaptive pedagogical practices: deliberate instructional planning and resource design, active and responsive instructional approaches, classroom structuring and learner engagement, assessment and instructional adjustment, and professional and collaborative agency. Collectively, these interconnected themes illustrate how teachers sustain meaningful science learning despite material scarcity, curriculum congestion, and professional stress, demonstrating resilience, improvisation, and collaborative agency in their practice. Building on these insights, the study developed a 5‑Day Context‑Responsive Pre‑Service Science Teacher Training Program designed to strengthen competencies in contextual awareness, resource‑conscious planning, responsive pedagogy, assessment‑driven instruction, and professional resilience. Grounded in authentic rural realities, the study contributes to advancing inclusive and equitable science education by informing teacher education, guiding institutional and policy reforms, and underscoring the importance of sustained support for rural schools and further research on the long‑term impact of context‑responsive preparation.
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