Educational Practice Adaptation and Effective Practices in Learning Management of Home Economics Teacher in Basic Education during the COVID-19 Pandemic

Abstract

The coronavirus COVID-19 pandemic required new normal living condition for the world population.  Educational practices was effected and called for transformation in teaching and learning.  The objective of this research study were to analyze how home economics teacher adapt their educational practices to cope with the challenge and to portray effective methods facilitating the subject in basic education level in the midst of the pandemic.  This qualitative research collected data through semi-structured interview with 9 home economics teachers in basic education.  Purposive sampling methodology was conducted to select key informants who were professional teachers in schools.  These schools were under the supervision of the Office of the Basic Education Commission in Bangkok suburban areas.  The teachers had at least 3 years experience facilitating Home Economics course who conducted their educational sessions during the COVID-19 pandemic.  Information from informant were analyzed with content analysis methodology.  The study found that different methods were conducted for different phases of the pandemic as classified by the severity of the plaque.  The teachers deployed on site session, hybrid session, and totally online session for their program.  The adaptation among the teachers included the following implementation.  1) Cooperation and learner assessment were improved as collaboration with parents, students’ peers, mentor teachers, and homeroom teachers altered.  2) The course contents were adapted to be more concise and practical relevant to learners’ daily routine.  3) Output assessment were flexible, relevant, and autonomous but still directed by learning outcome indicators.  4) The utilization of communication technology and media production changed.  The home economics teachers demonstrated effective practices in providing appropriate learning experience for learners, consistent communication with parents, and suitable interactivity with the students.  They put effort in their work diligently, responded to learners’ progress well, adjusted learning contents to fit with the current situation for up-to-dated and applicable learner performance.  Their integrative practice combined multiple units of learning together to suit the home based session.   Educational applications were learnt and utilized in the production of learning media and the management of student’s data.  Learning assessment was flexible in response with student’s status quo.  Parents and the students themselves were included in the assessment process of the performance of the teacher in providing effective learning program on home economics.