Contextualizing Local History in Araling Panlipunan 4: Teachers' Experiences and Pedagogical Practices at San Miguel Elementary School, Burgos District, Schools Division of Isabela

Authors

  • EFMIND TAMAYO NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.127

Keywords:

Araling Panlipunan

Abstract

Local history serves as an essential component of Araling Panlipunan by helping learners develop historical consciousness, cultural identity, and appreciation of their community's heritage. Contextualizing local history enables teachers to connect curriculum content with learners' lived experiences, making instruction more meaningful and relevant. This study explored the experiences and pedagogical practices of Grade 4 Araling Panlipunan teachers in contextualizing local history at San Miguel Elementary School, Burgos District, Schools Division of Isabela. A qualitative phenomenological research design was employed involving eight Grade 4 teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers integrated local historical narratives, cultural traditions, community resources, experiential learning activities, and contextualized instructional materials to strengthen learners' historical understanding and civic identity. Despite challenges such as limited localized instructional resources, insufficient historical references, and time constraints, teachers demonstrated creativity, collaboration, and reflective practice in contextualizing instruction. The study highlights the importance of contextualized pedagogy, community partnerships, and continuous professional development in strengthening local history instruction in elementary education. The findings provide valuable insights for curriculum developers, school administrators, and Araling Panlipunan teachers in enhancing culturally responsive and community-based learning.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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