This qualitative study aimed to determine the roles of Chemistry teachers in the transition of classes from online or remote setting to new normal face-to-face. The study involved narrative inquiry of three high school Chemistry teachers from different institutions. Semi-structured interviews were conducted using an online platform in order to determine the narratives of the research-participants. Afterwards, the transcribed interviews were subjected to thematic analysis to determine teacher roles. The findings of the study show that there were five emerging themes of teacher role. The themes revolved around the teacher being (1) a flexible lesson designer and materials creator; (2) an effective communicator and partner to various stakeholders; (3) a knowledgeable and Chemistry expert; (4) a facilitator of technology-integrated Chemistry class; and (5) an assistant to non-teaching tasks for smoother transition. Sub-themes for each emerging theme were also identified. Lastly, the results of the study about teacher roles could give a perspective to educational institutions in determining the skills set and competencies of Chemistry teachers in the implementation of face-to-face classes in the new normal settings.

Authors:
Laurice Pineda, University of the Philippines Diliman, Philippines

About the Presenter(s)
Asst. Prof. Laurice A. Pineda is presently a faculty member of the Department of Science, University of the Philippines Integrated School, University of the Philippines Diliman.

See this presentation on the full schedule – Wednesday Schedule

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