Policy and pedagogy: A case study in educational programming for journalism instruction in public elementary schools

Issue Date

1-2017

Abstract

This study not only evaluates journalism instruction in the rural district of Bay, Laguna, Philippines, but also explores how government policy can affect - even determine - the effectiveness of pedagogy. An intervention in the form of a training program for teachers was also conducted with due consideration of the limitation imposed by related policies.
The findings show that the teachers severely lack the necessary skills in producing effective journalistic text in English. In fact, most of them were unable to produce clear, coherent, and grammatically correct composition in English (not necessarily journalistic). The lack of mastery affected their quality of journalism instruction, which translated to the performance of their students in the journalism competitions. However, the journalism teachers' competence was primarily shaped by policy configuration and lack of institutional support.
The effectiveness training program, however, was compromised by the lack of monitoring and measures that could build learner accountability, poor institutional commitment, faulty policies and guidelines, and immense teachers' workload.
The methodology and finding of this study are significant for journalism instructors and teachers of English as second language, who are looking for possible design in an environment where resources are scarce ang the baseline competence of students is far from standard. The findings of this summative evaluation are also important showing the problems in related education policies and the need to implement structural reforms for pedagogical effectiveness.

Source or Periodical Title

U.P. LOS BAŇOS JOURNAL

Volume

XV

Page

49-72

Document Type

Article

Frequency

annually

Physical Description

tables

Language

English

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