Keywords
National Learning Camp-1, English teacher experiences-2, COVID-19 education disruptions-3, Camp environment-4, English language teaching-5.
Abstract
This research examined the lived experiences of Junior High School (JHS) English teachers at Clarencio Calagos Memorial School of Fisheries within the National Learning Camp (NLC) framework. Amidst the challenges brought by the COVID-19 pandemic, the Philippines, like many other nations, witnessed disruptions in its education system. The National Learning Camp, introduced by the Department of Education (DepEd), aimed at addressing the educational impact of the pandemic through a voluntary learning recovery program. The study explored the challenges faced by English teachers, identified factors contributing to positive and negative experiences, and provided recommendations for enhancing NLC experiences. The research objectives aimed to inform future English teacher volunteers, contributing to the program's implementation improvement. Using a qualitative research design and phenomenological methodology, the study gathered data through semi-structured interviews, field notes, and secondary sources. The research focused on five themes: (1) Adaptability to New Setting, (2) Learning Abilities, (3) Participation & Motivation, (4) Training, and (5) Aspirations. Teachers shared their struggles adapting to the camp environment, addressing diverse learning abilities, managing student participation and motivation, critiquing training inadequacies, and expressing aspirations for better learning environments. The findings highlighted the complexity of NLC experiences, emphasizing the need for tailored teacher training, comprehensive understanding of student needs, and addressing motivational challenges. Despite the hardships, teachers expressed resilience and dedication. The study contributed valuable insights for improving NLC implementation and informed educational strategies for challenging contexts.
