Teaching literature demands a certain level of competency and knowledge of strategies to make students appreciate and understand the content. This study delved into the content and pedagogical levels of knowledge of Grade 9 teachers of Anglo- American literature. These levels of knowledge were also determined as to the participants’ gender and years of experience. The survey design with the use of Google forms to collect data was utilized to determine the responses of 26 English teachers of Cabarroguis district of Quirino, Philippines. Descriptive and Inferential statistics were utilized to determine the level of content and pedagogical knowledge in the various areas. Results show that the participants’ level of content and pedagogical knowledge ranges from knowledgeable to very much knowledgeable. The teachers then are still generally competent in the areas of literature and even in the management of literature classrooms. The shift to different educational paradigms as to curriculum, roles and even modes of teaching has somehow affected teacher’s perceived levels of knowledge. Gender and years of service of teachers are not considered as factors to be heavily affecting the levels of content and pedagogical knowledge of teachers. Meanwhile, supplemental materials for teachers’ utilization are deemed necessary especially in areas where they need much information and guidance.

Authors:
Moshi-Jay Panolong, Quirino General High School, Philippines

About the Presenter(s)
Mr. Moshi-Jay G. Panolong is a secondary school teacher at Quirino General High School, Luzon, Philippines. He is currently pursuing his master's degree in Education major in English at the University of La Salette, Santiago City, Philippines.

See this presentation on the full schedule – Wednesday Schedule

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