Teaching science in the new normal learning has severely challenged the teachers in maintaining a quality learning experience during the pandemic (Porter, 2020). Science teachers are expected to expose learners not just to laws and theories that build the pillars of science education; students should also be engaged with observations, experiments, and other hands-on activities. However, the sudden shift of learning modality opened to new experiences for science educators to facilitate learning in a new normal setting, especially in rural schools. Since students’ locations are far apart within these rural communities, teachers strive to reach their students during the new normal learning.
This study aims to have a deep understanding of the lived experiences of rural science teachers during the new normal learning setting of education. The study wants to recognize the struggles, challenges, and coping strategies of rural science teachers in response to the circumstances in their locality. This research paper intends to determine insights from the experiences of rural science teachers from which themes will emerge as the findings of the study. The outcomes of this study could be used to address issues and concerns of science teachers in the rural context and can enhance teaching and learning processes in new normal learning.
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