RECOVERING EDUCATION IN 2022: NARRATIVES FROM SOCIAL STUDIES TEACHERS
DOI:
https://doi.org/10.5281/zenodo.15815370Keywords:
recovering education, narratives, Social Studies teachers, constructivist theory, Socrates guiding principle, transition theoryAbstract
This study describes the lived experiences of Social Studies SHS teachers, how they recovered schooling after the pandemic, and their recommendations for teachers who have not yet recovered. The descriptive qualitative research focuses on phenomenological research design. It primarily described teachers' lived experiences and the recovery of quality education in relation to transition and constructivist theories, which provided a clear understanding of Socrates' guiding principles in education that fostered the virtue of knowledge. Using transition and constructivist theories as lenses, the study investigates relationships with Socrates' guiding principle in education as evidenced by the data obtained. The study's findings are organized into three themes: pent-up emotions, nurturing excellence, and growing together. In light of Socrates' guiding principles, the participants' stories demonstrate their apprehensions, struggles, and strategies as teachers lived through the pandemic; in recovering education, commitment and professional growth were prioritized; and professional development, innovation and adaptation, and mentorship and support were highlighted as insights for those participants who have not yet recovered from the pandemic. Social studies teachers provide a thorough examination of the adaptive techniques used in a post-pandemic environment for a continuous delivery of quality education.
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Copyright (c) 2025 VIOLA P. BUENAVENTURA, MARSHA H. MALBAS, EdD (Author)
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