TURNING PAGES, TURNING STRATEGIES: EXPLORING TEACHERS’ LIVED EXPERIENCES AND PEDAGOGICAL APPROACHES IN LITERATURE INSTRUCTION

Mac Rose B. Yangco

Abstract


This study explored the lived experiences and pedagogical approaches of higher education literature teachers from Davao de Oro State College and Davao Oriental State University. Grounded in a qualitative phenomenological design, the research utilized in-depth interviews and focus group discussions to examine how these educators construct meaning from their instruction, the specific strategies they employ, and the professional challenges they encounter. Findings reveal that literature teaching is perceived as a deeply humanizing and transformative educational experience. Teachers emphasized that literature fosters empathy, emotional awareness, self-reflection, and moral understanding among students by exposing them to diverse human struggles. Additionally, the discipline serves as a vital tool for intellectual development, enhancing critical thinking, creativity, and the ability to construct independent meaning from texts. Teachers reported employing adaptive, learner-centered pedagogical approaches, including scaffolding, differentiated instruction, and interactive discussions, while viewing students as active meaning-makers rather than passive recipients of knowledge. Although participants identified obstacles—such as limited instructional resources, varying student engagement, and institutional constraints—these were consistently framed as opportunities for reflective practice and professional growth. Ultimately, the study concludes that teaching literature is a dynamic and transformative practice defined by pedagogical adaptability, commitment, and the cultivation of meaningful human connections within the academic environment.

Keywords


constructivist learning, higher education, literature instruction, lived experiences, pedagogical strategies, phenomenological study, teacher reflection

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6779

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