Preparations of Grade 7 Social Studies Teachers Towards a Curriculum Reform

Abstract

Regular curriculum reviews ensure relevance and allow integration of subjects that meet evolving student and societal needs. In the Philippines, the MATATAG Curriculum redesigns the Social Studies (Araling Panlipunan) program by shifting focus from Asian Studies to the Philippines in Southeast Asia. This shift highlights the need to explore teacher preparation for implementing the new curriculum. This qualitative study used narrative inquiry to examine how five Grade 7 Social Studies teachers prepared for the MATATAG Curriculum. Through purposive sampling, in-depth semi-structured interviews were conducted using open-ended questions, allowing participants to share detailed experiences. Thematic analysis revealed six themes in teacher preparation: self-initiated activities, materials preparation, paradigm shift, apprenticeship learning, mandated activities, and empowerment. These efforts enhanced teachers' pedagogical content knowledge, equipping them to handle the revised subject matter effectively. The study recommends that, when rolling out a new curriculum, there should be a close dialogue between curriculum developers and teachers, quality reference materials be made available, teachers receive practical training through seminars and workshops, and forums be established between curriculum developers and teachers. These steps can ensure that classroom realities inform curriculum reform, fostering better implementation and improved learning outcomes.