Filipino Teachers’ Call to Teach as a Dynamic Sequence of Gift-giving (Stage 2, 8:08 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 2

Abstract

Teacher identity has long been a central concern in education research. While the literature offers various frameworks, the dimension of calling – recognized as crucial to understanding identity – remains underexplored. Furthermore, there is a dearth of identity research from the Global South. This study addresses those gaps by examining how vocation is reflected in the lived experiences of Filipino teachers. Guided by interpretative phenomenological analysis, life story interviews with 10 Filipino basic education teachers were analyzed through the lens of the call to teach and Filipino indigenous concepts. The findings reveal the overarching theme of the call to teach as a dynamic sequence of gift-giving (kaloób), providing culturally grounded insights into the vocation of teachers from an underrepresented group.

Author

• Eunice Tan Contreras, The Education University of Hong Kong