Lived Experiences of Alternative Learning System (ALS) Teachers in Delivering Scientific Literacy and Critical Thinking Skills: Towards an Integrated Structural-Pedagogical Support Framework
DOI:
https://doi.org/10.5281/zenodo.20159793Keywords:
ALS teachers, ALS-REST Framework, Alternative Learning System, Colaizzi’s method, phenomenology, scientific literacy and critical thinking skillsAbstract
This phenomenological study explored the lived experiences of Alternative Learning System (ALS) teachers in delivering Scientific Literacy and Critical Thinking Skills in the Schools Division of Puerto Princesa. This study examined the significant experiences of ALS teachers, the meanings they attributed to these experiences, the themes that emerged from them, and the framework developed from the findings. Through purposive sampling, 12 ALS teachers who handle Learning Strand 2: Scientific Literacy and Critical Thinking Skills were selected as co-participants. Data were obtained using semi-structured interviews and were analyzed using Colaizzi’s Phenomenological Data Analysis. Consequently, five themes emerged from the analysis: (1) Structural and Resource Constraints; (2) Building Teacher Capacity and Support Systems; (3) Contextual and Experiential Science Teaching; (4) Adaptive Pedagogy for Diverse Learners; and (5) Motivation, Accountability, and Fulfillment in ALS. These emergent themes showed that ALS teachers delivered Learning Strand 2 under difficult and unstable conditions, yet remained committed through flexibility, resourcefulness, contextualized instruction, and learner-responsive strategies. Based on the findings, the ALS-REST Framework was developed as a support framework to strengthen Learning Strand 2 delivery in ALS. This study recommended stronger resource provision, professional development, collaborative support, and localized instructional practices to better support ALS teachers. This study recommends stronger resource provision, professional development, collaborative support, and localized instructional practices to better support ALS teachers.
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