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RRL - Teaching Outside - SAMPLE
BS Education (BSE 101)
Tarlac State University
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REVIEW OF RELATED LITERATURE
This chapter discussed and presented significant literature that provides an inclination to the current study. This part also pertains to place the proper context to review the previous researchers that are relevant to this study and creating a synthesis based on the above-mentioned citations
FOREIGN RELATED LITERATURE
The key to sustainable development and a significant force behind the creation of societies that are more just, compassionate, and equal is high-quality education. In many nations that are quickly increasing enrollment in order to attain Education for All, quality education has become crucial. Education systems have recently been challenged, but it is incorrect to assume that access and quality have been compromised. The successful endeavor to expand access to basic education has frequently resulted in diminishing educational quality in nations with limited resources. Teachers in public schools are crucial members of our society, particularly for students. Good teachers are necessary for quality education. The availability of qualified instructors and the quality of instruction in the classroom are essential components of building the educational system. Employing competent teachers in all schools is the main element in raising student success. The best resources should be provided to teachers, including subject- specific information, instructional techniques, and abilities. The quality of the teacher has a big impact on how well the students succeed. Effective instructors also have an extensive understanding of the subjects they teach and frequently have degrees in those particular fields.
However, there is much debate in education about the quality of teachers. One of the issues that drew my notice is teachers who are assigned subjects that are unrelated to their areas of expertise in elementary, secondary, and postsecondary education. The occurrence of instructors who lack a formal education or training in teaching subjects outside their field of study has received little attention. It is a vital issue because if highly qualified instructors are given subjects for which they lack training or expertise, they may actually become extremely unqualified. Unqualified instructors may have a negative effect on students' academic progress and harm the educational process (Abella & Jesus, 2021). Therefore, secondary teachers of science face several problems and difficulties when they teach courses that are unrelated to their area of expertise. It goes without saying that teachers play a crucial part in the teaching-learning process. Therefore, it is crucial to give them a voice in the educational process (Shashi, 2021).
Systematic teacher shortages, unequal distribution of teachers, scheduling challenges in schools, and the teacher education systems in a number of nations where teachers are trained as specialists and not as generalists are all contributing factors to the out-of-field phenomena. It is not always feasible to have the correct combination of instructors to offer the complete range of lessons required, especially in small schools, where financing for schools is effectively bound by the ratio of teachers to pupils. Therefore, it is regarded as a normal element of teachers' professional life, or at the very least, tolerated. Within these limitations, the question then shifts from what a teacher is certified/approved to teach to what they are "capable" and "willing" to teach (Hobbs, 2020).
Out-of-field teaching can be easily disregarded in teacher education because many nations have precise regulations on what qualifies as a professional teacher. Since secondary school
department has practiced it over time and has not made reforms to address concerns about out- of-field teaching in DepEd schools across the country. Various studies, commissions, and national reports have criticized the credentials and quality of instructors during the last decade. However, one issue that has impeded their search for high-quality education is the large number of teacher-education graduates who specialize in such areas, as well as the large number of instructors who are employed to teach courses outside of their own field of study.
The "Governance of Basic Education Act of 2001," Republic Act No. 9155, declares that the state promotes local initiatives to enhance schools and learning centers and provides a method for these changes to be implemented and sustained. The primary goal of this study is to persist in proposing a solution to the current problem. This academic investigation must be undertaken because recognizing the problems and adaptation methods of out-of-field instructors will allow suitable actions to be implemented to address the remaining worry about out-of-field teaching. Apart from that, learners' competency may be harnessed and enhanced with the knowledge that proper measures are in place. As a result, the necessity for this study stems from the requirement to produce excellent graduates who can compete and compete in the real world with their knowledge and abilities refined over their years of training. If students are well-trained by instructors who are skilled and confident in teaching their subject matter, they will undoubtedly grow as lifelong learners capable of contributing to the country's rapid economic progress. Thus, understanding the profile, problems, and adapting techniques of out-of-field teachers should be given full support and consideration in order to mitigate the negative impact of this issue on learners and teachers (Lopez Jr. & Roble, 2022).
SYNTHESIS
High-quality education is the cornerstone to long-term growth and the formation of just and equitable societies. However, increased access to basic education has resulted in worse educational quality in countries with limited resources, since both access and quality have been compromised. Quality education requires good teachers, and the availability of trained instructors and the quality of instruction in the classroom are critical components of establishing the educational system. Systematic teacher shortages, unequal teacher distribution, scheduling issues in schools, and teacher education programs that prepare teachers as specialists rather than generalists all contribute to the phenomena of out-of-field teaching.
Out-of-field teaching, in which instructors are allocated courses unrelated to their areas of competence, is a substantial but previously unnoticed issue in many schools. It is an important issue because highly trained teachers may become unqualified if they are assigned areas in which they lack training or competence, which can disrupt the educational process and harm students' academic advancement. While boosting instructor availability and ensuring optimal distribution is the first step in addressing this issue, it will take time, and teachers will require guidance and numerous learning opportunities.
Out-of-field teaching is a problem in many schools in the Philippines, and the Department of Education has done little to remedy it. Various studies, commissions, and national reports have critiqued the quality of instructors, citing the huge number of teacher-education graduates who specialize in certain areas, as well as the significant number of instructors who are engaged to teach courses outside of their field of study, as one concern. The major purpose is to suggest a solution to this problem as well as understand the challenges and adaption techniques of out-of- field teachers, allowing appropriate steps to be performed to solve the remaining concern regarding out-of-field teaching.
RRL - Teaching Outside - SAMPLE
Course: BS Education (BSE 101)
University: Tarlac State University
