Abstract
This research aims to comprehend the reflections of five mathematics teachers who taught mathematics during the implementation of the National Learning Camp 2023. Reflection is defined in this study as the teachers' interpretation of their teaching experiences, practices and observations. It also identifies teacher participants' challenges when teaching mathematics for the entire program duration. The exploratory case study design from the qualitative research approach is used in the investigation. Purposive sampling is used to select teacher participants. Semi-structured focus group interviews are undertaken to elicit teacher participants' perspectives on their experiences, practices, and challenges in teaching mathematics during the camp. The interviewees include five mathematics teachers, two females and three males. To discover common themes and to analyze the data, a thematic content analysis was done on the content of interview transcripts. These teachers are interviewed in order to describe their teaching experiences and practices in areas such as the teaching plan, teaching method, goal setting, their strengths and weaknesses as teachers, and dealing with students in class. The researchers do a class observation to gather more information about their teaching practices in class. The findings show that the teachers succeeded in fulfilling their commitments as reflected in what they accomplished, as evidenced by the improvement in achievement test results, which contributed to the program's success, and that they identified the appropriate actions to be taken in response to the challenges encountered for improvement.
Author Information
Douglas Salazar, Mindanao State University, Philippines
Ronna Magto, Mindanao State University, Philippines
Christoper Magto, Mindanao State University, Philippines
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