Exploring Teachers’ Readiness to Teach Purposive Communication

https://doi.org/10.32996/ijllt.2020.3.12.17

Authors

  • Ma. Theresa L. Eustaquio Isabela State University Echague Campus, Philippines
  • Juanito P. Tandoc Jr. Isabela State University Echague Campus, Philippines

Keywords:

New General Education Curriculum, Curriculum Reform, Philippine General Education Curriculum, higher education

Abstract

This paper addresses the issues concerning teachers’ preparedness to teach purposive communication and how do they prepare in teaching the course. In order to come up with the needed data, the researcher made use of the explanatory-sequential design. A questionnaire was administered to the respondents and recorded interviews were conducted. Data revealed that in terms of teaching competencies, teaching strategies and instructional materials, the teachers were “very well ready” in teaching Purposive Communication. The responses of the teachers during the interview confirmed the initial results stating that teacher training and retooling, curriculum reform and realignment, teacher preparation and use of varied classroom pedagogies made them prepared to handle this new course. On the contrary, their responses also revealed that there were issues, problems and concerns governing the implementation of this course like the availability of technological devices and sequencing of subject matter.

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Published

2020-12-30

How to Cite

Eustaquio, M. T. L. ., & Jr., J. P. T. . (2020). Exploring Teachers’ Readiness to Teach Purposive Communication . International Journal of Linguistics, Literature and Translation, 3(12), 136-146. https://doi.org/10.32996/ijllt.2020.3.12.17