Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines

Abstract

This brief research report aimed to explore the concept of pedagogical resilience and how teachers in Thailand and the Philippines build resilience in pedagogy during the COVID-19 pandemic. Employing the qualitative research design, the data were obtained from the focus group discussion (FGD) and semi-structured interviews with 12 teachers, 8 of whom were from 1 of the universities in the Philippines and another four teachers from a university in Thailand. The thematic analysis revealed that pedagogical resilience is influenced by teachers’ personal, professional, and social attitudes toward teaching and learning during the COVID-19 pandemic. Although teachers acknowledged that they had no experience in remote and online teaching, they demonstrated resiliency by being flexible and adaptive to the situation. Such an attitude allowed them to build a relationship with their colleagues and design teaching and learning pedagogy that addresses the issues in their online and remote teaching. The findings provide a clear understanding of the conceptualization of pedagogical resilience from the perspectives of teachers in the Philippines and Thailand.

Perceptions of Select Filipino Teachers on the Most Essential Learning Competencies (MELCs) of the K to 12 Curriculum

“…Such perception of teachers is interesting since implementing the MELCs requires new teaching modalities because its implementation is during the onset of the pandemic. Zara et al (2022) explained that Filipino teachers have positive attitudes toward teaching and that even in difficult situations, they can adapt to the challenge. Montebon (2022) corroborates that Filipino teachers possessed a positive attitude when confronted by the Covid-19 pandemic.…”

La dimensión institucional de la resiliencia en profesores principiantes chilenos durante la pandemia

“…Ahora bien, estudios asociados a la resiliencia docente en contexto de pandemia en Tailandia y Filipinas han evidenciado que los y las docentes demostraron resiliencia personal y profesional, así como resiliencia social, y que ésta estuvo influenciada por actitudes personales y profesionales hacia la enseñanza y el aprendizaje y por las relaciones sociales con colegas y estudiantes (Zara et al, 2022). En el caso de Grecia, los niveles de resiliencia del profesorado durante la pandemia oscilaron entre moderado y alto, mientras que previo a la situación de pandemia habían mostrado niveles moderados.…”