Pedagogical practices of the grade 6 & grade 7 teachers in teaching reading on the blended learning modality

Abstract

This study dealt with the pedagogical practices of the Grade 6 & Grade 7 teachers of Digos City National High School and Rizal Central Elementary School from the Schools Division Office of Digos City, Davao del Sur in teaching reading on the blended learning modality. Participants of the study were purposively chosen. Open-ended interview questions related to pedagogical practices were formulated. A qualitative research design, using a phenomenological method on exploring the pedagogical practices of teachers teaching reading in English was utilized. Based on the result of the study, there are three basic components that describe the pedagogical practices of reading teachers which are pre-reading activities, during reading activities, and post-reading activities. Reading teachers used these activities as they worked to overcome the difficulties of teaching reading during the epidemic. Lack of support, lack of technology, and lack of motivation were the challenges that reading teachers encountered upon teaching reading to Grades 6 and 7. Finally, collaboration is the leading ingredient of the reading model that directs the actions of the three elements: the parents, teachers, and students. To make the model functional, these elements should collaboratively work. It is hereby recommended that in order to enhance teachers’ capacity to teach reading, continuous training may be conducted to supplement teachers’ knowledge and capacitate them in teaching reading, teacher-parent dialogue may be conducted to help parents fully understand their roles in the success of their children and the further enhancement of the reading model by conducting research relevant to the subject being studied.