REVEALING THE GAP BETWEEN THEORY AND PRACTICE: NARRATIVE

OF TLE TEACHERS

An Educational Research Presented to the Institute of Teacher Education

Bachelor of Technology and Livelihood Education Major in Home Economics

Davao del Norte State College

________________________________________________________

In partial fulfillment

of the Requirements for Technology Research

________________________________________________________

By

DELOCADO, MIKE LORENZ

REMOTIN, MARK ROCHE

PALIMA, JOSANE

BALE, JANNA

June 2023
 Chapter 1

INTRODUCTION

Rationale

The goal of education is to improve learning, teaching, and

comprehension for students across all subject areas. However, many

teachers have difficulty translating theoretical knowledge into practice.

Teachers seek to bridge the problem between the theory being learned inside

the classroom and practical experience into teacher training programs. Yet, it

is not just theoretical knowledge that is necessary for effective education, but

also practical skills. Despite the requirement for teachers in the Philippines to

have a certain level of practical experience, many still find it difficult to apply

what they learn in their training programs to the real-world situation.

In the global setting, teacher education programmes in Africa often

struggle to balance theory, content knowledge, pedagogical content

knowledge and pedagogy (Taylor & Robinson, 2019). Constructivism theory is

often presented as an alternative to the traditional transmission-style of

teaching, but its efficacy is yet to be empirically proven. This approach has

been criticized for its reliance on didactic lectures, a teacher-centered

approach, and an overemphasis on content memorization, which can lead to

passive learning (Tan, 2017). The problem between classroom teaching and

practices could be caused by curriculum, politics or teachers' beliefs. It is

crucial to understand what motivates teachers to use hands-on practices and

what prevents them from doing so (Resch & Schrittesser, 2021). Since the
2001 announcement of the curriculum reform, a range of policy initiatives

have been applied throughout China's primary and secondary schools,

addressing school management systems, curriculum content, teaching

practices, assessment, and teacher training. This sweeping curriculum reform

had a profound effect on teaching and pedagogical practices (Tan, 2017).

In the national setting, the application of behaviorist theory to the

classroom in public and private Senior High School in the City Division of

Dumaguete has been commonly referred to as explicit or direct instruction.

Although there have been criticisms of the use of these approaches in the

general education setting, teachers have demonstrated positive feedback on

it, especially for those with learning difficulties (Carale, 2019). However, the

challenge was that even though the teachers are eager to learn the skills, they

could not immediately apply them in the classroom due to bureaucratic

restrictions (Bolaños, 2018), challenge faced by TLE teachers in creating the

required Daily Lesson Log (DLL) that do not align with pedagogical

approaches (Calanog, 2019). As well as the lack of instructional materials

and inadequate curriculum implementation (Basal, 2022). Other recent

research confirms the problem in terms of the lack of instructional materials,

as it is being reported that students without their own computer were less

likely to employ experientialist learning strategies. As, 45% of children without

a computer expressed an interest in seeing a use of it in learning. While 68%

of children with a computer shared the same sentiment. By that, students

reported feeling more engaged in their learning if their teacher would give

them a freedom to choose how they learned; for instance, using a computer,

working in pairs, or reading from a book (Chatterton, 2020).

 In the local setting, a study conducted in Davao City sought to analyze

how the theory and practice of education impact the learning process, as this

is a crucial factor in comprehending the community of inquiry. This implies

that students and teachers are not isolated from the outside world, and the

thoughts, beliefs, and values of those beyond the classroom significantly

influence the learning process. It is thus vital to be aware of the connection

between a student's ideas and the real circumstances of their situation, to

enable meaningful inquiry and knowledge creation. To do this, the teacher's

authority must be challenged, and the knowledge being taught must be

questioned. Although impartiality is essential to philosophical discussion, it is

the teacher's responsibility to uphold the essential criteria of philosophical

dialogue, such as impartiality, comprehensiveness, and consistency (Elicor,

2020).

Previous studies mentioned that there is an ongoing need to gain a

better understanding of teachers' thinking and establish better links between

theory of behaviorism, constructivism, and existentialism to teaching practices

in education. Thus, most of the research study that has been done so far, is

not related to the TLE field and widely conducted in the global and national

setting. Hence, the theory of behaviorism, constructivism, and experientialism

is widely acclaimed and used in many educational fields including the

Philippines. Therefore, researchers want to discover if there is really a

problem between the usage of theory of behaviorism, constructivism, and

experientialism and the practice of the teacher’s in the educational field

especially in the TLE field. Moreover, this paper will make a significant
contribution to future research because it will provide and add helpful

information that will be useful in later literature studies.

Purpose of the study

The purpose of this qualitative research is to explore and reveal the

gap between theory and practice experienced by teachers of the Technology

and Livelihood Education (TLE) program. The study aims to understand the

narratives and experiences of TLE teachers as they transitioned from the

classroom into the workplace, specifically in terms of how their theoretical

knowledge translates into practical skills and competencies. The research

seeks to identify the factors that contribute to the gap between theory and

practice and how this impacts the teachers' performance, job satisfaction, and

career development. The findings of this study will inform future improvements

in the TLE program and the development of training and support programs to

better bridge the gap between theory and practice for graduates entering the

workforce.

Research questions:

This study seeks to answer the following questions:

1. What are the problems faced by TLE teachers in applying theories

anchored to TLE subject?

2. How do the TLE teachers cope up with the problems they faced in

applying theories anchored to TLE subject?

 3. What are the insights of TLE teachers in the difficulties they’ve

experienced?

Theoretical Lens

The theory of situated cognition suggests that learning and knowledge

transfer are inherently tied to the social, cultural, and physical context in which

they occur (Lave & Wenger, 1991). In other words, learning cannot be

separated from the context in which it takes place.

In the context of teaching, the theory of situated cognition suggests that

the challenges faced by TLE teachers in the Philippines are likely to arise

from the complex and multifaceted contexts in which they work (Brown,

Collins, & Duguid, 1989). These contexts include factors such as the

availability of resources, the support and expectations of school

administrators and colleagues, the needs and interests of students, and the

broader cultural and social norms surrounding teaching practices in the

Philippines.

By examining these contextual factors, a study that uses the theory of

situated cognition as a theoretical lens can provide valuable insights into the

challenges faced by TLE teachers in the Philippines in their teaching practices

(Greeno, 1998). It can also inform potential strategies and interventions that

can help address these challenges and facilitate effective knowledge transfer

in teaching practices. Therefore, further research that utilizes the theory of

situated cognition can contribute to a better understanding of the complex

dynamics of teaching practices and support effective teaching and learning.

Behaviorism is a learning theory that emphasizes the role of external

stimuli in shaping behavior. In the context of TLE, behaviorism can be applied

in several ways:

Reinforcement: Teachers can use positive reinforcement to encourage

students to engage in productive behaviors in the classroom, such as

completing assignments on time, following safety protocols in the workshop,

and exhibiting good work habits. For example, teachers can provide verbal

praise, stickers, or other rewards for good behavior, which can help motivate

students to continue to behave positively.

Punishment: Conversely, teachers can use punishment to discourage

negative behaviors, such as not following safety protocols in the workshop or

not completing assignments on time. For example, teachers can assign extra

work or detention to students who consistently exhibit negative behaviors.

Modeling: Teachers can also use modeling to demonstrate positive

behaviors for students to emulate. For example, teachers can model safe and

responsible behavior in the workshop, which can help students learn the

appropriate ways to handle tools and equipment.

Constructivism is a learning theory that emphasizes the role of the

learner in constructing knowledge and meaning. In the context of TLE,

constructivism can be applied in several ways:

 Inquiry-based learning: Teachers can use inquiry-based learning to

encourage students to explore real-world problems and find creative

solutions. By posing open-ended questions and allowing students to explore

different solutions, teachers can help students construct their own

understanding of technical concepts and skills.

Project-based learning: Teachers can also use project-based learning

to encourage students to engage in hands-on, experiential learning activities.

By working on real-world projects that are relevant to their lives and future

careers, students can construct their own knowledge and develop the

practical skills needed to succeed in their chosen fields.

Reflection: Teachers can also encourage students to reflect on their

learning experiences and make connections between what they are learning

in class and their real-world experiences. By reflecting on their own learning,

students can construct their own meaning and develop a deeper

understanding of technical concepts and skills.

Experientialism is a learning theory that emphasizes the role of

experience in shaping learning. In the context of TLE, experientialism can be

applied in several ways:

Apprenticeships and internships: Teachers can provide students with

apprenticeships and internships to provide them with hands-on learning

opportunities in real-world work settings. By working alongside professionals

in their chosen fields, students can gain practical experience and develop the

skills needed to succeed in their chosen careers.

 Field trips: Teachers can also take students on field trips to provide

them with first-hand experience of different technical fields. For example,

students can visit manufacturing plants, construction sites, or hospitals to

learn more about different technical careers and the skills needed to succeed

in them.

Simulations: Teachers can also use simulations to provide students

with experiential learning opportunities in a safe and controlled environment.

For example, students can practice their welding skills using a virtual welding

simulator, which can help them develop their technique and gain confidence

before working with real equipment.

In summary, by combining behaviorism, constructivism, and

experientialism in their teaching, TLE teachers can provide students with a

rich, engaging, and meaningful learning experience that prepares them for

success in their chosen careers.

Significance of the Study

This qualitative research is significant for several reasons. First, it

sheds light on the experiences and narratives of Technology and Livelihood

Education (TLE) teachers as they navigate the transition from theory to

practice. This is an important area of study, as many graduates struggle to

apply their theoretical knowledge in practical settings, which can impact their

job performance and career development.

TLE teachers. TLE teachers integrate theory into their teaching to

ensure the best possible learning outcomes for their students. TLE teachers
strive to design engaging learning experiences that are meaningful and

relevant to their students. Therefore, to determine the effectiveness of the

activities designed by TLE teachers for their students, it is beneficial to identify

the best practices for TLE teachers to use in the classrooms. Through this

research, we can gain a better understanding of the different approaches to

teaching TLE and the impact of these approaches on students' learning

outcomes. Furthermore, this research can be used to inform the development

of effective TLE teaching practices that can be used by teachers in schools

across the country.

TLE program. The TLE program is designed to provide students with

the knowledge, skills, and attitudes that will enable them to become self-

reliant and productive citizens. In which, it covers a wide range of skills and

competencies related to agriculture, home economics, industrial arts, and

information and communication technology. By identifying the factors that

contribute to the gap between theory and practice, the research can inform

improvements in the program curriculum, teaching methodologies, and

practical training opportunities. This can ultimately help teachers better apply

their theoretical knowledge in the workplace and improve their job

performance.

Field of education and workforce development. Field of Education

and Workforce Development is a broad field that helps individuals to develop

the skills, knowledge, and abilities needed to successfully enter and succeed

in the workforce. By exploring the experiences of Technology and Livelihood

Education (TLE) teachers, the research can provide insights into the
challenges faced by teachers of other programs and industries. This can

inform the development of training and support programs that better prepare

graduates for the workforce and bridge the gap between theory and practice.

Overall, this qualitative research is significant in its contribution to the

understanding of the experiences of TLE teachers and its potential to inform

improvements in education and workforce development.

Definition of Terms

Gap - in this study, this means the difference between what TLE

teachers have learned in their academic training and the extent to which TLE

teachers are able to apply their knowledge and skills in the areas of teaching.

This refers to the TLE teachers' academic background, skills and abilities

necessary to successfully complete tasks and meet the expectations of their

respective job roles. That can be measured by assessing the performance of

TLE teachers on tasks related to their job responsibilities, such as problem-

solving skills, communication skills, and overall job performance.

Theory - in this study this means the abstract concept of a set of

principles and knowledge acquired through academic training that can be

used to facilitate successful teaching and learning in the classroom. As well

as TLE teachers' ability to understand and apply these concepts in real-world

situations.

Narrative - in this study, this means TLE teachers personal stories and

experiences, which reflects their individual perspectives, beliefs, and attitudes

towards their work. Additionally, it is the collection of stories, interviews, and

reflections shared by TLE teachers that describe their experiences, beliefs,

attitudes, challenges and successes towards their work.

Practice - in this study, this means the application of acquired

knowledge and technical skills in the context of a real-world situation.

Additionally, practice is measured by the ability of a TLE teacher to

demonstrate the application of theoretical knowledge, the development of

practical skills, and the successful completion of tasks in the field of their

profession.

TLE teachers - in this study, this means educators who teach students

basic life skills and technical subjects related to home and trade industries.

Also, help students develop the knowledge and skills needed to successfully

enter the workforce. Moreover, a TLE teacher is an individual who has

completed a minimum of a bachelor’s degree in education, has a valid

teaching license, and is employed to teach in an educational institution.

Delimitations and Limitations

This qualitative research entitled "Revealing the Gap Between the

Theory and Practice: Narrative of TLE Teachers" has both delimitations and

limitations. In terms of delimitations, the study focuses specifically on the

experiences and narratives of teachers of the TLE program, and the findings

may not be generalizable to graduates of other programs or industries.

Additionally, the research is limited to teachers who have already entered the

workforce and does not explore the experiences of current BTLED students or

graduates who have not yet found employment.

 The study is also conducted within a specific geographical location and

may not reflect the experiences of TLE teachers in other regions or countries.

As for the limitations, the study relies on self-reported data from participants,

which may be subject to biases and inaccuracies. The sample size of the

study may also be limited due to accessibility and availability of participants.

Furthermore, the researcher's own biases and perspectives may influence the

interpretation of the data and the findings of the study. Finally, as the study is

qualitative in nature, it may not provide quantifiable data or statistical analysis.

Organization of the Study

As a result, various ideas and concepts will be organized in the

presentation of the researcher’s study. For readers to have a clear

understanding of the phenomenon that is the subject of the investigation, the

discussions of the various chapters are presented in a manner that is both

broad and detailed.

Chapter 1. The purpose and significance of the study is outlined. It

explains why it is necessary to explore the narratives of TLE teachers in terms

of the gaps between the theory and practice in education, as well as to

identify the design components to be used. This information is essential to

gain a better understanding of the problem statement and provide answers to

why the study is being conducted.

Chapter 2. This study provides an overview of the relevant literature

and research related to the issue being explored, which is to uncover the
narratives of TLE teachers in terms of the gaps between the theory and

practice in education. Further, this chapter will establish the validity and

reliability of this study.

Chapter 3. The methods and procedures used for data collection and

analysis are discussed, and the trustworthiness and credibility of the study are

emphasized, as well as the ethical considerations that are essential to

understanding its importance in this qualitative research.

Chapter 4. Provides an analysis of the data collected from the

conversations of the participants and presents the results. The findings and

discussion are essential in providing a clear understanding about the

narratives of TLE teachers in revealing the gaps between theory and practice

in education.

Chapter 5. The researcher provides a summary of their findings,

discusses their implications for practice, and offers recommendations for

future researchers to improve their research projects. This section is used to

recap the data and its potential impact and contribution.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the

thorough and in-depth search done by the researchers. It is based on the

following subheadings: Implication of theory to practice in teaching, Theory as

a source for learning, and Theory and practice in a TLE Classroom.

Implication of theory to practice in teaching

Schools that cultivate a strong sense of collective teacher efficacy are

characterized by teachers who are committed and display a resilient attitude,

even in the face of failure (Madimetsa et al., 2018). When teachers come

together, they have the power to positively shape the academic outcomes of

students, including those who lack motivation or come from disadvantaged

backgrounds (Donohoo et al., 2018). School leaders can foster this type of

trust and collaboration among teachers by making it a priority (Madimetsa et

al., 2018). Studies indicate that when teachers in a school believe that

teachers' work makes a difference, it leads to improved student performance

(Donohoo et al., 2018).

Further, the renowned educator Paulo Freire referred to the gaps

between theory and practice as "praxis” and striking a balance between

teaching ideas and actual classroom constraints can be difficult for teachers.

Persky & McLaughlin (2017) proposed flipping the classroom to bridge the

gap, while Manganello and Passarelli (2020) suggested engaging in

professional learning and participating in a learning design that involves

consuming, creating, connecting, and contributing in order to regulate the gap

between theory and practice in the field of education. Teachers are aware of

the significance of all four of the Cs, but there is a gap between “theory and

practice”, that is, "beliefs and behaviours". This is especially true of the more

altruistic Cs (connect and Contribute) while the individualistic Cs (create) are

more often practiced. The reason for this is not that teachers do not value

these behaviors, but that teachers find it difficult to apply them outside in

teachers' discipline and school context.

Nevertheless, the two types of connections between practice and

theory that the teachers formed through questions focused on the theory’s

contribution to teachers practice, and to ask about possible confirmation of the

theory by teachers practice. To make sure in-service training meets

educators' needs, it is important to get input from the teachers themselves

(Cosentino & Sridharan, 2017; Tournier et al., 2019; VVOB, 2019). This can

give teachers a feeling of control and can help to increase their enthusiasm

(Tournier et al., 2019; Consentino & Sridharan, 2017), particularly in crisis and

displacement circumstances, where educators are rarely given the opportunity

to be prepared to tackle challenging situations and to learn from others

(Chase et al., 2019). Additionally, the teachers mentioned practical aspects of

teachers' work such as teaching strategies and planning, student learning and

diversity, the educational system’s limitations, and national planning while

discussing the connections between theory and practice. Incorporating

reading assignments in a practical context was found to be beneficial in

helping the teachers to associate teachers practice with the theory (Furman

Shaharabani & Yarden, 2019).

In addition, novice teachers who had completed pre-service training

are able to apply the techniques that novice teachers had learned in the

classroom environment, specifically in class management, student

engagement, and lesson planning. Although the teachers had a good

understanding of the importance of students’ psychological needs, there are

still some problems between the theories they had learned and the practical

implications in teaching (Alvi, Ali, & Ahmad, 2021). Some causes behind it are

due to a lack of training facilities, an insufficient number of experienced

instructors, and an inability to arrange supervised school placements (Taylor

& Robinson, 2019). However, novice teachers did have difficulty with time

management, incorporating student feedback, and task-based learning. It is

concluded that the theories and methodologies learned through pre-service

and in-service training had a positive impact, making the teachers more aware

of the needs and requirements of the classroom (Alvi, Ali, & Ahmad, 2021).

If the curriculum is designed to prepare students for life and a

successful career in their own society and the global economy of tomorrow,

then the secondary school curriculum must be dynamic enough to keep up

with the changing socio-economic, political, scientific, and technological

realities (Mulenga & Kabombwe, 2019). Further, previous study explored the

implementation of curriculum and found that many teachers are dissatisfied

with their lack of involvement in developing the curriculum, which they

believed was the cause of the difficulties they faced (Mwanza, 2017). The

teachers shared strategies they employed to cope with the challenges, such

as improvisation and drawing from their own experiences. This presents a

challenge for teachers, as a well-thought out curriculum needs to be

developed in order for the students to benefit from it, and for teachers to be

able to effectively execute it in their classrooms (Mwanza & Mkandawire,

2020). Effective training should be tailored to a particular topic, include an

initial in-person aspect, have follow-up measures, and involve members

actively in daily teaching activities (Martin, 2018; Popova et al., 2019)

Teachers had a variety of opinions about how college education had

prepared teachers to utilize research-based instructional strategies. Most

teachers agreed that the master's program had given teachers a better

understanding of research-based practices than the teachers undergraduate

program. Another teacher recalled that their experience of teaching for a few

years gave more insight into the application of research-based strategies.

Teachers reported exceptionally well-prepared to enter the classroom, due to

the specific focus of participant college training and the feedback participant

received during teaching practicums (O’Quinn, 2019). It appears that

practices such as classroom management, providing feedback, learner-

centered approaches, and flipped classrooms can have a positive effect on

learner performance. implemented (Best, Tournier, & Chimier, 2018).

The evidence collected so far does not demonstrate a reliable

relationship between pre-service teacher experiences at informal sites of

history education and their subsequent classroom teaching. Nor does it

indicate any differences between experiences at different types of informal

sites. These sites provided learning opportunities not found in teacher

preparation courses, such as physical space and social interaction with peers

and staff. The real-world nature of these sites was cited as a major factor in

the pre-service teachers' learning experience, which differed from college

classrooms (Coddington, 2020). Existentialists recognize the existence of

others, preventing solipsism. In school, stakeholders and individuals'

decisions often affect each other; teachers, students, and parents all make

decisions that affect learners. Rules and guidelines are needed to avoid

irresponsible infringement of others. Existentialist teachers must consider their

own subjectivity while respecting the subjectivity of others, which is very

difficult (Kauka, 2018).

Researchers sought to understand what teachers knew about culturally

relevant STEM teaching. Researchers found that the teachers had an

ideological understanding of culturally relevant education (CRE) but had

difficulty in translating it from theory to practice. After the training, researchers

noted that the teachers had successfully integrated cognitive apprenticeship

teaching with culturally relevant education STEM instruction by using

examples to create relevance for their students. While switching back and

forth from teacher-centered "modeling" activities to student-centered

"coaching" activities, the teachers kept the cultural examples at the forefront

(Brown et al., 2018).

Students reported that being a student teacher gave them a fresh

perspective, whether the student teacher had prior teaching experience or

not. Student teachers highlighted the benefit of simply observing the

classroom dynamics and activities. Supervisors generally supported this

approach; however, other staff members may have seen the student teacher

as an extra pair of hands and asked student teachers to complete menial

tasks. Students initially felt nervous but excited to experience teaching

practices, especially those who had prior experience with preschools.

Through observation, researchers noticed a shift in focus from the children to

the role of the preschool teacher. Studies reveal how student teachers use

their own and others' experiences, such as being a preschooler, a teacher, or

a parent, to inform participants' decisions about theory and practice.

Furthermore, participants' reflections on professional role changed during the

conduct of practicum period and upon returning to university studies (Ribaeus

et al., 2022).

Some analysis results confirm that expertise, qualification, knowledge,

beliefs, consciousness, and feelings have a real solid influence on

observations. These factors should be analyzed separately, but this distinction

is only theoretical and artificial because in practice they will constantly move

and closely merge. They have concluded that the interaction between the

different levels of school and its stakeholders may be helpful to bridge the gap

between theory and practice (Ferraz et al., 2020). Practitioners in adult

education should thus be supported with scientific knowledge in order to

professionalize their skills. Professionalism requires individuals to act with the

best available (research) knowledge and to reflect on their actions to improve

their professional practice (Thomm et al., 2021).

Practice often perceives science as an alien theory that is generated in

an ivory tower—one that seeks answers to questions of no relevance to

practice and that leaves adult education staff and institutions alone with their

daily questions. Practitioners complain that research knowledge does not

meet the needs of practitioners and that research does not offer practice-

relevant knowledge on specific topics. The reception of research knowledge

requires a clear presentation and linguistic comprehensibility on the part of the

scientific community (Christ et al., 2019).

Further, there is very little research on the extent and quality of

practitioners’ use of research knowledge in their practice. The sparse findings

are rather sobering. K-12 teachers, for example, show a low engagement with

scientific evidence in order to inform their teaching practices (Booher et al.,

2020). Teacher professional development is needed to extend their

understanding, knowledge, and skills about teaching and learning

approaches. Conventional, ‘sit-and-listen’ professional development courses

are perceived as an inadequate and ineffective approach to teacher learning

(Inamorato et al., 2019; Korthagen, 2017). These courses often focus on

presenting theories about teaching and learning and show a lack of

integration of theory and practice (Korthagen, 2017).

Theory as a source for learning

The theory-practice problem is often explained by Shulman's concept

of Pedagogical Content Knowledge (PCK). PCK refers to the specialized

knowledge teachers need to teach specific content to specific students in

specific contexts, and is cultivated through formal education, teaching

experience, and reflection (Shulman, 1987). Theory as sources for learning

present teachers with brand-new information and perspectives (Kofeman &

Snoek, 2018). The inquisitive dialogue is sparked, constructive learning is

supported, and prejudices and solution-oriented attitudes may be avoided

when theoretical deepening and practice experiences interact (Trabona et al.,

2019). Moreover, constructivism may not be the most effective approach for

learning, as learners often require specific guidance to achieve mastery of a

topic. Furthermore, that long-term memory is essential to learning, and

learners who are not given guidance may not be able to store the information

in their long-term memory. As a result, many teachers who attempt to use a

constructivist approach end up providing more guidance than expected, which

can lead to incomplete knowledge and misunderstandings (Chatterton, 2020).

CTL Approach, based on behaviorism and constructivist theory, is

underutilized due to the extra workload it places on teachers to modify

curriculum. System-wide implementation is rare since materials, content and

approach must be tailored (Lorbis, 2019). In the constructivist approach, the

focus is on the journey rather than the destination when it comes to acquiring

knowledge. The teacher's role is to provide a platform for students to explore

and find their own way to solve a problem. This is in contrast to the teacher's

primary role of explanation and instruction in other approaches. The emphasis

is on the students actively engaging in the process of learning and discovering

their own understanding of the topic (Gaweł & Wach, 2020). In the behaviorist

perspective, violations of norms are seen as a lack of discipline or

disobedience, and teachers are tasked with taking action, including

punishments and consequences (Razer, 2021).

Further, educators progress in teaching careers, teachers prioritize

creating a secure learning atmosphere first, followed by the development of

classroom regulations, and lastly, the delivery of quality teaching (Van der

Lans et al., 2018). Thus, the development of effective teaching strategies is

an ongoing journey that spans a teacher's career; pre-service teachers lack

the experience of veteran educators when it comes to recognizing and

applying tactics that are most successful in boosting student performance

(Gage et al., 2018). A theory-practice gap occurs in the field of education

when teachers do not implement research-based practices in the classroom

with fidelity, resulting in a negative effect on student achievement (Ford, 2018;

Stronge, 2018).

Furthermore, without adequately prepared teachers, it is impossible to

have inclusive schools. Unfortunately, there are numerous challenges that

teacher education programs confront, like insufficient appropriate placement

settings, insufficient cooperation between universities and schools, insufficient

integration between curricular content and placement activities, and

insufficient suitable evaluation tools to gauge teacher preparedness for

inclusive classrooms. In order to overcome these issues and bridge the gap

between theory and practice, a new CHANGE framework has been

developed. This framework comprises six components (Collaboration, Hands-

on activities, Assessment of readiness, Networking, Greater contact with

learners with diversities, and Effective coaching) that direct teacher educators

to focus on specific ways to improve the readiness of teachers for inclusion.

CHANGE framework is adaptable to any nation and likely to be appealing to

teacher educators who are searching for better ways to create confident and

competent inclusive teachers (Sharma & Mullick, 2020).

Nonetheless, there is no practice in teaching that is not underpinned by

theory, so the idea of a theory-practice problem is a misconception. Instead,

there is a difference between academic theory and practitioner theory that is a

different type of gap. Research can provide logical conclusions as to how

teachers should teach, but it often overlooks or contradicts other principles

that may be informed by research. A teacher's knowledge of their own context

of practice is usually more detailed than the knowledge of academics and

teacher educators who try to influence the participants, so understanding the

application of research in particular contexts is just as important as knowledge

of the research itself (Anderson, 2021).

The role of the teacher should be reconceptualized, and a new way of

thinking about their continued professional development should be adopted.

This new role would acknowledge both the practical and scholarly aspects of

teacher education and would blur the boundaries between teaching and

researching in the field. Prior to the mergers, the traditional way of becoming

a teacher educator was to have experience as a teacher. People who have

been successful in the classroom, with a master's degree and a strong

connection to the colleges, will be chosen to become teacher educators. This

was due to their knowledge and expertise, and also because they could fill the

requirement of supervising teacher candidates’ practicum experiences, which

is necessary for teacher education accreditation in New Zealand (Cochran et

al., 2019).

When discussing putting theory into practice, as a field we usually

mean putting predetermined theories into action without question, rather than

teachers customizing theories to fit the specific needs of students in the

classroom (Harrison et al., 2019). Through engaging in collective self-

reflection, the teachers identified differences between theory and their own

practice as teacher educators. This process of critical thinking allowed

teachers to recognize the areas where there was still room to grow, such as

the need to develop 21st century skills and mindsets, possess an antiracist

mindset, and work to disrupt oppressive systems (Falbe & Smith, 2022).

The importance of an individual's prior experience and understanding

cannot be overstated when it comes to learning, taking action, and gaining

new information. For successful learning to occur, the material must be

connected to the person's existing experience or be in line with their current

knowledge. This will, in turn, affect perceptions of self‐efficacy, which will

shape the decisions they make when it comes to undertaking new tasks and

setting new objectives. The learning opportunities identified will be largely

based on the individual's pre-existing experience and knowledge (Kaufman,

2018).

Rather than simply dismissing theory, it is important to recognize its

special status if student teachers can find a way to apply it practically.

Teacher training programs should take into account and address the student

teachers’ epistemological views, while also making theory more

understandable and applicable to practice. It is essential to bring together

different types of knowledge, experiences, and educational activities to create

a well-rounded learning experience. This variety of learning initiatives will help

students understand the practical context of their classwork, allowing them to

use different kinds of knowledge and engage in various assignments that

support and encourage reflection. In addition, the importance of practical

knowledge and field experience should be highlighted in all types of

assignments. Ultimately, this will ensure that student teachers are prepared to

face the reality of the classroom and have a positive impact on their students

(Boutonnet, 2021).

Theory and practice in a TLE Classroom

In recent years, an increasing number of studies have documented the

number of teachers who leave the profession during their first year. The

difficulties encountered during the first year of teaching and the unsatisfactory

development of professional identity are the primary causes. Depending on

the outcome, the struggles are divided into internal and external struggles.
How teachers manage their emotions, their self-efficacy and ability to teach,

their jobs, and their personal opinions are all linked to the internal struggles.

The challenges facing the school from the outside, including classroom

management, student abilities and attitudes, a lack of resources and facilities,

relationships with colleagues, and salaries (Lomi & Mbato, 2020).

Classroom environments have evolved from teacher-focused to

student-centered, emphasizing learning over content. The Teaching and

Learning Environment of the courses varied significantly depending on the

type of teaching approach that the TLE teacher employed. If the TLE teacher

used a learning-oriented approach, the students found most elements of the

TLE to be beneficial. When the teacher adopted a dissonant approach, the

students experienced several of the TLE elements as a hindrance. For

effective TLE design, it is essential to not only involve student-activating

activities, but also to include elements that guide and structure the learning

process (Uiboleht, Karm, & Postareff, 2018). Developing a powerful identity of

the teachers supports their commitment to learning, expanding their

understanding and abilities and motivating them to play an active role in their

teaching (Izadinia, 2018).

The teachers should have the ability to find a constructive balance

between their objectives and beliefs and the context with the needs of their

workplace (Schutz et., 2018). Technology and Livelihood Education teachers

need to have a wide range of knowledge and skills to effectively prepare their

students for a successful future. Teachers need to integrate both subject

matter and skills into their teaching and be knowledgeable in both. However,
there is often a disconnect between theory and practice, leaving teachers

without the skills they need to properly instruct their students. To combat this,

Technology education instructional leaders should provide teachers with

training and development opportunities to upgrade their knowledge and skills,

particularly in new technological advances. This will help ensure that teachers

are able to provide quality instruction and produce successful outcomes for

their students (Abalos, 2018).

Student educators struggled to bridge the gap between the theories

and practices they had learned and the reality they encountered during their

practicum. Student educators had difficulty due to the discrepancy between

the educational policies and the actual classroom practices. Theories and

methods are often memorized for the sake of passing exams for public school

employment and do not connect to actual practice. This inconsistency

between the ideas of in-service and pre-service teachers about teaching

made it difficult for the pre-service teachers to make the connection between

theory and practice during their practicum. With that, student educators

recommended more practice of revising textbook activities prior to the

practicum in order to gain better practical skills (Yin, 2019).

Moreover, TLE teachers need training that will enable the teachers to

carry out their responsibilities as molders of the youth. These skill-based

training are the baselines and benchmark to provide students the necessary

learning that will make them better persons. In this very modern day setting of

education, teachers should not isolate themselves with the present

competencies they have. They should be able to update these trainings to

reach the gap between the students' needs and the knowledge that teachers

can give. If these barriers are too high, then teachers need to evaluate their

present skill training to identify their needs and be able to find ways to resolve

the problem (Espiritu, 2020).

In addition, it is clear that the pre-service teachers of technology and

livelihood education regard the on-site activity as a chance to apply all the

concepts they learned in the classroom concerning beauty care services.

These sentiments are echoed in the following statement of one of the

participants of the study: I am certain that this on-site training has improved

my knowledge and ability in beauty care, particularly in nail care which is my

preferred area (Loso, 2022). The effects of a disposition may not be easy to

observe, but its presence can be seen in the actions that result. Although

knowledge is a requirement for dealing with a situation, it is not always

enough; motivation and skill are also necessary for successful behavior

(Glaesser, 2018).

One of the main objectives of field experience in schools is to give

student teachers the opportunity to implement teaching strategies and

critically analyze the outcomes of the experience with the help of experienced

professionals who can explain their own techniques. At the university level,

this support is facilitated through courses or seminars where field experiences

can be discussed and reflected upon in the context of course content related

to discipline, didactics, and pedagogy. It is important for universities to make

the connection between theory and practice explicit in their courses and field

experiences (Mena et al., 2017).

 In connection, student teachers have developed strategies for handling

difficult situations, such as teaching in a way they know works best in a

particular context and ignoring criticism from mentor teachers (Kwenda et al.,

2023). Thus, the traditional teaching method focuses solely on intellectual

development and ignores experiential learning. This makes it an inadequate

and inefficient way to learn. In contrast, constructivism learning theory views

that the TLE classroom should be a place where students create their own

knowledge through engaging in the learning process (Manabat, 2020). With it,

using integrative learning involves connecting different areas of knowledge,

such as theoretical knowledge and practical skills, to form a more complete

understanding of a topic or issue (Moder, 2021). Thus, this approach

emphasizes real-world applicability, providing students with the opportunity to

develop industry knowledge, skills, and abilities that are relevant to their future

(Woodside, 2018).

Student teachers are required to participate in teaching practice and

microteaching (MT) activities on a weekly basis. Larssen et al., (2018) pointed

out that prior research on lesson study in initial teacher education lacked

precision when it came to the definition of learning and the application of

learning theory. As a result, university instructors, school supervisors, and

classroom in-service mathematics teachers could assume the role of lesson

study experts who are responsible for helping student teachers understand

how to teach. Student teachers have highlighted the importance of guidance

from instructors in bridging the gap between pedagogy and actual teaching

(Elbehary, 2019).
 The 'more practice' approach to bridging the gap between theory and

practice has been viewed as a simplistic solution to a more complex problem.

Even with the increased amount of practical exposure, the hierarchical divide

between theoretical and research-based knowledge and practical knowledge

remains. Furthermore, the increased demand for more placement sites has

put pressure on universities to select placements based on availability rather

than quality of practice. In the realm of university teacher education, teacher

candidates are positioned as novices, learning from both academics and

mentor teachers. As they transition to early career teachers, they may move

to a higher position but still be seen as novices in comparison to their more

experienced colleagues and mentor teachers (Sisson, 2019).

Academics emphasize the importance of published theories, which

may or may not be founded on research frequently, are just fashionable ones

based on guesswork or the latest thought. The practitioners' response to the

academics' challenges is that their concepts are unrealistic and that they lack

understanding of what is the actual professional action taking place (Skela,

2017).

Overall, the theory-practice problem is a complex and multifaceted

issue that requires attention from both researchers and practitioners.

According to the literature that the researchers had examined, it is said that

educators somehow face challenges in putting what they’ve learned into

practice. By understanding the causes of the gap and exploring effective

strategies for bridging it, we can work towards improving the quality of

teaching and learning in our schools.

 Chapter 3

METHODOLOGY

This paper aimed to understand the gap between the theory and

practices in the narrative of TLE teachers. This study is qualitative in nature.

 This chapter presented the research design, role of the researcher,

research participants, and the process of data collection, data analysis and

trustworthiness that includes the four criteria: credibility, confirmability,

dependability, and transferability. All individuals that will concern with this

study would also be included as well as the process of ethical considerations.

Research Design

This study will utilize a qualitative phenomenological approach in

exploring the problem between the theory and practices in the narrative of

TLE teachers. Accordingly, Tenny, Brannan, and Brannan (2022) described

qualitative research as a type of research that explores and provides deeper

insights into real-world problems.

The researchers will employ a qualitative research design to

investigate the gap between the theory and practices in the narrative of TLE

teachers. This form of research is suitable for understanding events, human

conditions, and dilemmas. Interviews, which can be either structured, semi-

structured, or unstructured, are a common method of data collection for this

design and will be carried out at the participants' chosen locations.

The researchers will use a phenomenological approach since it is well-

suited for examining shared perspectives. The goal of phenomenological

research is to gain insight into the true nature of social phenomena from the

point of view of those who experienced it (Ataro, 2020). This technique will be

a helpful tool in gaining a better understanding of human perspectives and

gathering the necessary data, particularly the problem between the theory and
practices in the narrative of TLE teachers. The collected data will be analyzed

and used to evaluate the pertinent information.

Role of the researcher

Qualitative research data is gathered through a variety of methods, one

of which is the researcher themselves. Thus, many experts consider the

researcher to be an instrument employed in the study (Costa, Reis, & Moreira,

2020). This means that data are mediated through this human instrument,

rather than through inventories, questionnaires, or machines.

In this study, the researchers will serve as interviewers, note-takers,

transcribers, translators, encoders, and primary data gatherers. The

researcher will conduct research interviews with their target participants and

follow interview etiquette to guarantee the validity of the data unveiled by the

participants of the study. Researchers will then ask various questions to their

participants to gather information about their narratives in revealing the gaps

between theory and practice in education.

Regarding the interview, the researchers will record and document the

participants' responses to ensure that the information being gathered reflects

their actual responses. Then, after gathering the recorded responses of the

participants, the data stored on the recorder will be converted into text. Which

will be then transcribed by the researchers which act as a transcriber of this

study. This will be done through attentive, meticulous and repeated listening

on the audio recorder. To ensure the authenticity of the responses and avoid

potential misunderstandings.
 Researchers will then act as a translator to translate participant’s

responses that are being expressed in the first language and make an

interpretation of it to the target language. After that, researchers will act as a

facilitator to analyze the responses of the participants and researchers will

identify the common ideas in the responses to create a theme. Finally, the

researchers will complete the data collection by acting as both main analyst

and encoder. Then data will be arranged in columns to ensure that it is clear

and organized.

Research Participants

In this study, participants’ selection will follow the recommendation of

Morse (2020) which typically ranges fewer than 15, and often fewer than 6.

The participants will be the nine (9) practicing teachers of TLE program who

are currently employed as teachers in Department of Education (DepEd) at

least five years that can share their narratives about the problems they face in

the usage of theory in their practice in the field of education, and two (2)

Master teacher of TLE program who is an expert in the field of education as

the key informant of this study.

Using purposive sampling, researchers intentionally select individuals

and sites to learn or understand the central phenomenon. The researcher

should carefully consider the criteria for selecting participants and locations to

ensure the data gathered is of the utmost quality and meets the goals of the

research (Braun and Clarke, 2022).

This process will involve examining and evaluating what should be

included and what should be excluded. The included participants for this study
must be those Technology in Livelihood Education (TLE) teachers that are

currently employed as teachers in the Department of Education (DepEd).

Also, a Master Teacher of TLE program who can become a key informant of

this study. Beyond the criteria, all other teachers who are not teaching in the

TLE program will be excluded in the study.

Data Collection

To collect data, researchers will submit a letter of request to obtain

approval to conduct the research study. Then, researchers will conduct a

triangulation method to collect data with the nine (9) TLE teachers in the focus

group discussion, nine (9) TLE teachers from the in-depth interview, and two

(2) Master Teachers of the TLE program for the key informant interview.

Further, participants could answer in either English, Filipino, Bisaya, or a

combination of the three languages. The purpose of the triangulation method

is to strengthen the accuracy of research findings and to minimize any

potential biases. It also allows for multiple perspectives to be taken into

consideration, providing a more comprehensive understanding of the studied

phenomenon. Furthermore, it can be a great asset for research, as it provides

different data sets to investigate various aspects of a certain phenomenon.

Then, researchers will prepare the questions and then record the whole

conversations with the participants using different devices to ensure that

researchers will not run out of space during recordings. Afterwards,

researchers will take note of all important information shared by the

participants. After collecting all the data needed for the study, the responses
of every participant will be analyzed and transcribed by the researchers.

Which will be then saved for documentation and for future references.

Before having the actual interviews with the participants, researchers

will select participants through purposive sampling, which is a non-probability

sampling method. Through it, researchers will select six (9) teachers of the

TLE program that are currently employed as teachers in the Department of

Education (DepEd) and two (2) Master Teachers of the TLE program. The

participants can be either male or female and must be teachers who teach in

the Department of Education (DepEd). Further, to ensure the participants feel

comfortable during the interviews, the researchers will have a casual

conversation with them beforehand. This will help the participants to feel more

at ease during the interviews and be more open to sharing their narratives.

Confidentiality in research is typically understood as having the trust of

another person and being entrusted with their secrets or private matters.

Establishing and maintaining trust is an essential component of the

researcher-participant relationship (Michael, 2022).

Furthermore, to ensure participants are comfortable with sharing

information, researchers should first gain their trust. This can be done by

reassuring them that the information they provide will not be manipulated.

Additionally, it is essential to confirm the results of the study, and participants

can be consulted in order to check the accuracy of the accounts of the

narratives or experiences described (Shufutinsky, 2020). Establishing a good

rapport, having honest and informative conversations, and creating a sense of

camaraderie can help researchers avoid any potential issues that could arise

during the interview.

Data Analysis

In order for the researchers to come up with the theme, researchers

would undergo thematic analysis through manual mode by identifying the

salient points from the response of the respondents. The researcher will

review all of the respondents’ response and analyze the response and

through that the researchers will identify the common ideas in the answers of

the respondents thus inferring the theme. Thematic analysis is a useful

technique for analysis in an attempt to comprehend experiences, throughout a

data set, ideas or actions, (Kiger & Varpio, 2020). These topics also cover the

gaps between theory and practice of teachers, as well as the challenges that

the participants face and the coping mechanisms that the participants use to

overcome those challenges. The researchers will code and aliases to

represent certain participants, data types, pages, and line numbers.

The likelihood is high that a qualitatively captured research effort will

produce more data than its final report. However, using the data reduction

process to edit, summarize, and show the data is quite beneficial. Therefore,

researchers must have to minimize data to make things more manageable

and clearer. Data summaries, coding, discovering themes, clustering, and

composing stories are all examples of further data selection and condensation

when actual field notes, interviews, tapes, or other data are available, or data

summaries, coding, finding themes, clustering, and writing stories are all

instances of further data selection and condensation (Mezmir, 2020).

 Using Colaizzi's method, significant statements in the transcribed

verbatim will be identified, and meanings will be developed. Clusters of

themes and themes will be derived from these meanings, which ultimately

contributed to the creation of the thematic map of revealing the gap between

theory and practice of TLE teachers (Praveena & Sasikumar 2021). In order

to get a general understanding of the entire topic, each transcript was read

and reread. Transcripts will be used to extract significant sentences that relate

to the phenomenon being studied. Significant statements will be used to

create the meanings, clustering of themes and themes in the defined

meanings. Then, incorporating the findings into a comprehensive description.

An explanation of the phenomenon's basic structure and validation of the

study's conclusions by its participants.

The final phase in the analysis of qualitative data was to draw

conclusions and make sure they are true. A conclusion is necessary to make

a research paper complete and well done (Bouchrika, 2021). These

conclusions will be developed based on the descriptive themes that emerged

from participant interviews; these are gathered together to create useful

resources for findings and discussions. Researchers will conduct the interview

transcription after watching the interviews. In order to make it simpler for the

researchers to code the gathered data later, researchers need to convert the

data into texts. Then, in order to become familiar with the information,

researchers should read it repeatedly. After that, researchers will explore

potential themes, coding them as researchers’ progress.

 Utilizing textual representations of your data to select segments that

best illustrate your concepts of interest is known as data display in qualitative

research. In sociological studies, it is very helpful to display qualitatively

collected data by carefully reading and rereading data transcriptions, writing

research memos, and highlighting important passages or themes as

representations of particular concepts. Making meaningful statements about

how your data illustrate your topic of interest is part of interpretation, or

drawing a conclusion (Mezmir, 2020).

Trustworthiness

When conducting a qualitative research study, the researchers will

consider the informants’ responses. Additionally, researchers will carefully

take into account every detail of the data. All transcriptions will be double-

checked, as well as the significance of any relevant data on each theme.

The research lens and its paradigm assumptions, which can support

the methods in the study, regulate the talks regarding trustworthiness.

Researchers will make sure that in this study, the informant's answer was

what decided the plausibility. It is a must to strive for the less explicit goal of

trustworthiness, which means that readers interpret the written work, they will

have a sense of confidence in what the researcher has reported (Stahl & King

2020).

To apply credibility in the study, researchers will employ several

strategies. Researchers convey the experience's validity with the purpose of

accurately highlighting and comprehending the phenomena that participants

of the study are part of. More particularly, researchers will conduct in-depth
interviews to gather information about gaps between theory and practice of

TLE teachers. The various stages of triangulation are one way to boost

credibility. In a nutshell, triangulation is the process of utilizing multiple field

sources of information or procedures to consistently identify patterns.

Involving informants in the post-event verification of the interpretations

provided by researchers is yet another strategy for pursuing credibility (Stahl

& King 2020).

Moreover, being transparent about the algorithm’s functionality

provides a form of member check to allow the research team and readers to

understand the interpretation process. The qualitative approach to credibility

is evaluative in this regard. Additionally, researchers will retain the

respondents' best response that was presented in regard to this study in order

to ensure the validity and reliability of the study (Nguyen et al., 2021).

In order to use dependability in the study, researchers must be

consistent in data collection and analysis using the coding-recoding method.

Researchers will make sure that only the relevant data is included throughout

the data reduction. After that, peer debriefing will be used to triangulate the

data that has been gathered and examined. Recording the researchers'

methodological and interpretive processes is one way to support the

dependability argument. As a result, being open and honest about how the

algorithm works are crucial to building trust (Nguyen et al., 2021).

To ensure dependability, researchers must make sure to keep track of

the data by documenting the research processes and techniques employed in

the data collection, analysis, interviews and the use of relevant transcripts. All
transcripts and drafts must be kept intact copies. An audit trail is a necessary

strategy for ensuring dependability and confirmability. You are responsible for

providing a comprehensive set of notes on the decisions made during the

research process, research team meetings, reflective thoughts, sampling,

adopted research materials, findings, and data management information. The

auditor can examine the research path's transparency as a result of this

(Korstjens & Moser 2018).

To conform confirmability in the study, researchers must be mindful

and carefully keep the audiotaped interviews, transcripts, and notes.

Researchers should examine and check again the data during data collection

and analysis to verify that results that would probably be replicable by others,

with that confirmability of qualitative data can be assured. Researchers'

personal perspective and views must be set aside to avoid the

misrepresentation of the data. So, bracketing is an efficient way as one of the

methods to prevent biases. In making sure of confirmability, researchers

should provide a detailed account of the research processes. The level of

confidence that the research study's findings are based on the participants'

narratives and words rather than potential researcher biases is the subject of

this criterion. Confirmability is there to check that the discoveries are formed

by members more so than they are molded by a qualitative researcher

(Solutions, 2018).

To address transferability, researchers must provide as much

information as feasible on the study's context and assumptions. In order to

hold any interested party responsible for the transfer of the study's findings to
another environment, researchers must ensure that the data are

comprehensive and rich in descriptions. It has been argued that all good

research needs to produce some ideas and results that can be applied

generally. The possibility of extrapolation is referred to as transferability. It is

based on the idea that results can be applied to other settings or groups or

can be generalized (Kyngäs et al., 2020).

This could be done by quoting and citing passages from the lengthy in-

depth interview transcripts. Rich description and deliberate sampling help

potential users make a transferability judgement. Meaning, participants in the

future studies will be selected reasonably. The concern is more on the

richness and depth of the data and making sure that the findings can be

transferable and have some relevance when applied to other contexts,

situations, or individuals. Hence, generalization can be accomplished at

several levels to achieve the following: a thorough comprehension of the

phenomenon that is being studied. By demonstrating to readers that the

findings of the research study could be applied to other situations, times,

populations, and contexts, transferability is established. It is essential to keep

in mind that you, as the researcher, are unable to demonstrate that the results

of the study will be useful (Solutions, 2017).

Ethical Considerations
 The study will explore the experiences of TLE teachers that are already

in the teaching field and reveal the gaps between theory and their teaching

practice inside the Davao region.

Many ethical problems for qualitative researchers arise throughout data

collecting in the field, during analysis, and after the interpretation and

dissemination of qualitative findings. When gathering data from people,

scientists and researchers must always abide by a set of ethical principles.

Understanding real-world phenomena, researching efficient treatments,

examining behaviors, and enhancing lives in other ways are major objectives

of human research. There are important ethical considerations in both what

you chose to research and how you conduct that research (Bhandari, 2021).

Respect for Person. The best way to understand it is as a

responsibility to respect others' rights. Respect for people therefore has

particular consequences for how qualified and unqualified individuals should

be handled in research. It justifies the requirement to get consent for

numerous study techniques for competent people. In this study, the

researchers will deal with revealing the gap between theory and practice of

TLE teachers that are currently teaching in the field. Since the legal discourse

of interviewing the selected TLE teachers is a serious one, researchers will be

in charge of taking extra precautions and protecting the study's confidentiality.

The participants' rights will be carefully taken into account. Also, if individuals

refuse to participate in the study, they won't be forced to (Millum & Bromwich,

2020).
 Consent. The researchers will also discuss the significance and

purpose of the study. The researcher will be available for questions from the

participants on the study's methodology. This would ensure that the

information will be transparent to the respondents. Also, the Informed Consent

Form, which is signed by the selected participants, serves as a guide for data

collection and participant involvement. One way to ‘think with care’ about the

integrity of both the research and its participants is through the fostering of

responsibility in the research relationship and through a continuous, reflexive

engagement with the principle of informed consent (Klykken, 2022).

Beneficence. It was necessary to make a commitment to reducing

risks to the research participants rather than maximizing the benefits that are

due to them. To avoid endangering any of the interviewee's subjects,

anonymity will be maintained. Participants will be safeguarded at all times,

ensuring that no information files are unattended or unsecured. If researchers

are maintaining the principle of beneficence, overseeing the potential

consequences of revealing participants’ identities is a moral obligation the use

of pseudonyms is recommended (Kirchhoffer et al., 2019).

Confidentiality. Providing respondents with a sense of confidentiality

and anonymity enables researchers to collect trustworthy qualitative data on

subjects that are sensitive. These crucial safeguards make it possible for

fieldwork researchers to get honest answers from respondents who are thus

free to speak without worry of retaliation (Dougherty, 2021)

Justice. The participants will receive the results and findings, giving

them a chance to demonstrate how helpful their participation has been. TLE
teachers’ transcription of the recorded interview will be kept privately.

Avoiding participant exploitation and abuse is one of this principle's most

important. Recognizing the participants' vulnerability and their contributions to

the study demonstrates the researcher's comprehension of and application of

the principle of justice in qualitative research (Orb et al., 2020).

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