NARRATIVES OF EARLY CHILDHOOD EDUCATORS ON IN-PERSON CLASSES DURING THE TRANSITION PERIOD

Abstract

This study explores the intricate journey of teachers adapting to the challenges of the new normal teaching-learning landscape. It employed qualitative inquiry within the narrative tradition. Through immersion in the personal narratives of eight educators, I recognized the profound difficulties that early childhood teachers face in crafting effective strategies to address learning lag, academic unpreparedness, and classroom behavior. Further, observing their progression through three distinct phases of transition in adapting to the new normal – beginning, middle, and end, I noticed moments of adaptation with action in between. Moreover, the implications highlight the need for targeted interventions, emphasizing professional development, collaborative learning communities, and emotional support. Future research avenues include longitudinal studies and comparative analyses across different educational contexts. This study underscores the importance of supporting educators in navigating the complexities of the new normal advocating for initiatives that empower their professional growth and well-being.