Pedagogical Characteristics of Filipino Teachers in Special Education Abroad

AUTHOR(S)

MARK JUSTINE M. MARCOS, EdD, BCSE

ABSTRACT

—— The Filipino educational approach, known for its inclusivity and nurturing environments, is distinguished by teachers who excel in creating enriching learning atmospheres. This study delves into the Pedagogical Characteristics of Filipino Teachers in Special Education Abroad, specifically in Arizona. Employing Descriptive Qualitative Research and Colaizzi’s Method of Thematic Analysis, the study aims to uncover strategies that foster stimulating learning environments for students with special needs, tailored to the district’s unique cultural and educational context. Through Purposive Sampling, insights were gathered from Filipino Teachers, Filipino Special Education Teachers, Foreign Teachers, and Administrators. Building on previous studies, the research offers a comprehensive understanding of educational dynamics. Findings highlight Filipino teachers’ exceptional relational intelligence and their ability to tailor methods to meet individual student needs. Their cultural background enhances their ability to relate to diverse students, fostering resilience. Participants praised Filipino SPED teachers for their professionalism, noting their significant contributions to parent engagement and student success. These teachers exhibit patience, adaptability, and a deep commitment to student growth, enriching the educational landscape with diverse perspectives. Their presence fosters community and cultural exchange, enhancing the learning experience. In conclusion, the study underscores the invaluable contributions of Filipino teachers in Special Education abroad, emphasizing their profound impact on student learning outcomes and the broader educational community. Keywords — Filipino, Special Education, Pedagogy, Inclusivity, Nurturing Environment