Abstract
This study explored the lived experiences of Master Teachers to help bridge the teaching gap with the novice Science teachers. This phenomenological inquiry utilized a set of open-ended questions constructed based on Domain 1 of the Philippine Professional Standards for Teachers (PPST) and employed semi-structured interviews among seven purposively chosen participants. Data were recorded, transcribed and analyzed through Colaizzi’s seven-step method. It revealed nine themes that are aligned to three of the seven domains of the PPST. It emphasized that to become master teachers, time, effort and hard work have to be invested by the novice Science teachers. Their lived experiences are considered intricate, unique and encompassing. Finally, it is recommended that the explored lived experiences through the PPST should be considered as a springboard data for DepEd administrators, coteachers, stakeholders’ community, and students to improve the teaching-learning process.
Recommended Citation
General, John Robert
(2019)
"From Novice to Expert: The Lived Experience of Master Teachers in Science,"
CNU Journal of Higher Education: Vol. 13:
Iss.
1, Article 3.
DOI: https://doi.org/10.70997/2546-1796.1013
Available at:
https://jhe.researchcommons.org/journal/vol13/iss1/3