PRACTICALLY INGENIOUS TEACHING: INSTRUCTIONAL BEHAVIOR OF FACULTY MEMBERS OF THE COLLEGE OF EDUCATION IN A STATE UNIVERSITY IN THE CORDILLERA, PHILIPPINES AMIDST COVID-19 PANDEMIC
Keywords:Flexible-blended learning, Grounded Theory, Instructional role apprehensiveness, Instructional role inconsistency, Practically ingenious teaching
Abrupt as it was, the onslaught of COVID-19 pandemic brought major disruptions in the operations of Philippine educational systems and institutions which necessitates shifting from the traditional mode of instruction to a flexible-blended mode of teaching-learning to further contain the spread and avoid the perils of the virus. The sudden shift from traditional face-to-face instruction brought problems and difficulties in system of education and learning. Inspired by Barney Glaser’s Grounded Theory method of research, this study examined the experiences and instructional behaviors in resolving the felt problems of the twenty five (25) faculty members of the College of Education of the Ifugao State University using series of individual oral interview. Employing the processes of the grounded theory method, the study discovered that despite the plight and adversities brought by the pandemic, the teachers are ‘practically ingenious teaching’ in facilitating their classes. Being ‘practically ingenious’ denotes the act of planning instruction using existing available materials which are innovatively modified and creatively executed to primarily address the needs of the students imbibed with pragmatic and real-life based situations to realize meaningful and exceptional learning experience.