Abstract
This qualitative study titled "Exploring Teachers' Perspectives on Adapting Education in a Post-Pandemic Era: A Qualitative Study" examines teachers' varied perspectives and thoughts on how to adjust education in the wake of the worldwide COVID-19 pandemic. Using a qualitative research design through phenomenology, this study explored the perspectives of the teachers on the impact of changes in educational practices and student learning in a covid-19 post-pandemic classroom. Specifically, it sought to explore the: (i) ways and means that teachers did to adapt trends of education in the post-pandemic era; (ii) different student learning approaches and other educational practices employed in the Covid-19 post-pandemic classroom; and (iii) teachers’ perceptions on the impact of the educational practices and student learning approaches in a Covid-19 post-pandemic classroom. The research participants were chosen through a purposive sampling technique. Participants were chosen based on the following selection criteria: (i) they are regular or permanent public elementary teachers; (ii) they have been in the service for at least five years; and (iii) they are currently teaching in the pos-pandemic classroom. Using the thematic analyses, several themes and significant findings were discovered. Such themes were: 1) there were strategies teachers used to address the challenges and changes in their post-pandemic classroom; 2) there were specific challenges the students faced in terms of learning in a post-pandemic classroom; 3) there were impact of the COVID-19 pandemic in the educational practices of teachers; 4) there were specific changes in the educational practices and student learning in a post-pandemic classroom; 5) there were descriptions of the changes in the educational practices and student learning in a post-pandemic classroom; 6) the key impacts of the said changes in the educational practices and student learning in a post-pandemic classroom; 7) there were ways and means how the teachers adapt their instructional methods to accommodate different learning styles of learners in a post pandemic classroom. With all of these results and findings, this study sheds light on teacher flexibility, instructional design, teamwork, and student involvement, which contributes to practical and theoretical debates in education over how to handle post-pandemic classroom obstacles to teaching and learning. In light of these issues, it can better grasp the complex and ever-changing character of education in the wake of a worldwide catastrophe.
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