Teaching Technology and Livelihood Education in Geographically Isolated and Disadvantaged and Conflict-Affected Areas (GIDCA) Schools in the Philippines: A Narrative Inquiry

This study explored the lived experiences of teachers as implementers of the agriculture and fisheries curriculum dimension of the TLE content learning area specifically in aligning three essential pedagogic domains: learning outcomes, teaching and learning activities, and assessment tasks within the context of a school categorized as GIDCA of the DepEd as well as the coping mechanisms they employ on specific lived experience. It utilized cooperative inquiry as its design. Data were collected from 12 purposively chosen respondents using a semi-structured interview and analyzed using the Stevick-Colaizzi-Keen framework. Findings showed that TLE teachers could not ascertain whether they are able to align the key learning domains because the content learning area is outside their field of concentration, there is a dearth of available instructional materials intended for the subject matter, and there are little to no opportunities for continuing professional development. To cope with the challenges, they engage in mentoring, access online learning materials, and attend continuing professional development activities. Given this, it is suggested that TLE teachers in GIDCA schools be given.