Teaching Across Disciplines: A Qualitative Inquiry into Pedagogical Adaptability and Instructional Practices in Multisubject Elementary Education

Authors

  • Jecka Timmongnin Tallo Purok Elementary School Author

DOI:

https://doi.org/10.64358/75c2g681

Keywords:

pedagogical adaptability, multisubject teaching, elementary education, instructional practices, curriculum integration, teacher resourcefulness, qualitative case study

Abstract

Abstract

This study examined pedagogical adaptability and instructional practices among elementary school teachers handling multiple learning areas in Alfonso Lista District II, Schools Division of Ifugao, Philippines. Anchored in Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge, and Reflective Practice Theory, the investigation focused on teachers' instructional planning, curriculum integration, differentiated teaching, classroom challenges, and adaptive strategies. A qualitative case study approach guided the investigation, which examined multisubject instruction within selected elementary school contexts. The methodological framework incorporated purposive participant selection, semi-structured interviews, classroom observations, and instructional document analysis. Reflexive thematic analysis, informed by Braun and Clarke's approach, provided the basis for examining patterns across participants' experiences and instructional practices. The inquiry addressed six analytical dimensions: adaptive instructional planning, interdisciplinary curriculum integration, differentiated pedagogical practices, instructional constraints, teacher resourcefulness, and reflective professional practice. These dimensions provided a basis for interpreting the complexities of multisubject elementary education and identifying possible implications for instructional leadership, professional development, and curriculum implementation. The study focused on understanding pedagogical adaptability within its specific educational context rather than establishing generalizable causal relationships.

Before submission, the abstract needs the actual number of participants and a short statement of the principal empirically confirmed findings.

References

Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.

Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360

Byrne, D. (2022). A worked example of Braun and Clarke's approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Castro, F. L. T., Ventura, B. L. O., Estajal, R. S., Timpangco-Macario, J., Limen, M. V., Garil, B. A., & Chavez, J. V. (2024). Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2520

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Downloads

Published

2026-11-15

Issue

Vol. 2 No. 4 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles