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Before pandemic came we are used to use the printed media that is available resources of information and there's a doubt with the use of technology therefore we can say that during pre-pandemic era we are not able to maximize the use of the technologies because of the doubts that we have, the doubts when it comes to integrity of the students works. Then pandemic came education sectors were force to use and embrace the technology, every one tried to cope up with the situation through attending webinars, conduct department meetings to come up with the best solution in continuously give a quality education in distance learning set up. There are no perfect solution with the new learning set up but the education keeps going, the good thing about it is that we educators learn how to adjust with the situation and we were able to maximize the use of the existing technology and which we are now using in post-pandemic era where we use blended learning. Blended learning is a learning set up where we do onsite and online teaching, in this kind of set up we were able to be creative in crafting our lesson in both learning settings. In post-pandemic we are able to combine the strategies that we do during pre pandemic and during pandemic, were we able to make more interactive activities for our lesson.

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The visual “Professional Growth Map” illustrates a teacher’s transformative journey across three key phases: before, during, and after the COVID-19 pandemic. In the pre-pandemic phase, the teacher is depicted in a traditional classroom, representing a time of routine and familiarity. Her teaching tools are conventional—books, chalkboards, and worksheets—symbolizing structured, in-person instruction. As the pandemic begins, the scene shifts to the remote learning period, where the teacher is now working from home. This phase is marked by visible challenges: adapting to technology, maintaining student engagement, and managing emotional stress. Symbols like laptops, video calls, and clouded expressions reflect her struggles with digital instruction and isolation. However, amidst these challenges, she begins to grow—mastering tools such as Zoom, Google Classroom, and SEL strategies, symbolized by lightbulbs and open windows, indicating a turning point in her professional development. In the post-pandemic phase, the teacher re-emerges in a redefined classroom space, blending traditional and digital resources. Her posture is confident, and the surrounding imagery—sunrise, greenery, and hearts—represents resilience, renewed passion, and a redefined teaching identity. She is now a more adaptable, empathetic, and tech-savvy educator. Overall, the map highlights how continuous professional learning and reflection allowed her to not only overcome challenges but to thrive and evolve in the face of unprecedented change.

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The illustration above represents my personal and professional growth as an educator. My journey in the public school system began in October 2019. At that time, my teaching methods were quite traditional. I relied heavily on chalk and blackboard, taught directly from textbooks, and used basic lecture-discussion techniques. Occasionally, I incorporated simple PowerPoint presentations to support my lessons.

However, I quickly realized that many classrooms were not equipped for 21st-century teaching. Most lacked essential tools such as televisions, projectors, and reliable internet connectivity. Although many teachers including myself were eager to enhance our teaching strategies and integrate technology, limited support from the government often made this difficult. In many cases, teachers had to use their own money to purchase teaching tools and equipment.

The onset of the COVID-19 pandemic brought about sudden and significant changes in the education system. Teaching shifted from face-to-face instruction to various learning modalities such as synchronous, asynchronous, hybrid-flexible (HyFlex), and modular learning. Personally, I found the transition challenging. I struggled with the sudden need to adapt to digital platforms, create online learning materials, and ensure that my students remained engaged despite the lack of physical classroom interaction.

Even though I was heavily pregnant during the pandemic, it did not stop me from finding ways to support my students. In fact, I became one of the module writers in Home Economics, specifically in the area of Household Services. This opportunity allowed me to contribute meaningfully to the development of learning resources during a critical time.

After giving birth, while I was on maternity leave, I used the time to upskill myself by attending various webinars and online courses. I took every chance to enhance my digital teaching capabilities, knowing that these new skills would be vital once I returned to the classroom. When I resumed teaching, I applied the knowledge I had gained by creating interactive lessons using online platforms such as Kahoot, Quizlet, Padlet, and Google Forms. These tools became integral parts of my post-pandemic teaching strategies.

The experiences and learnings I acquired during the pandemic have significantly transformed my approach to teaching. My classroom is now more engaging, interactive, and aligned with the needs of 21st-century learners. I am proud of how far I’ve come from traditional teaching methods to a more innovative and student-centered approach. My professional growth continues, and I remain committed to evolving as an educator for the benefit of my students.

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The professional growth map illustrates how my classroom and I have evolved. Before the pandemic, I printed visual aids and used a projector to deliver my lessons. Learning was fun and engaging because of the rich personal interactions. During the pandemic, those connections were diminished due to the lack of face-to-face interaction. I had to adapt by learning to teach in front of the camera, both live and through recorded videos. After the pandemic, I now aim to create a classroom environment that values both academic excellence and the well-being of my students.

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Before the pandemic struck, I was already incorporating game-based learning and gamification in the classroom, so I was somewhat familiar with using technology and online platforms in my lessons. However, some classrooms struggled with internet connectivity since I was relying only on mobile data. I also regularly used PowerPoint presentations and a projector, and sometimes I created visual aids using “tarpapel”—printed materials pieced together like a jigsaw puzzle. Most of our interactions, from discussions to assessments and feedback, were face-to-face.

When the pandemic began, everything changed. I wasn’t used to teaching without seeing my students’ faces, and since I couldn’t require them to turn on their cameras, I found it difficult to get to know them personally. However, one positive outcome was that my connection with parents improved significantly. To help manage both my students’ and my own mental well-being, I became more organized, structuring lessons, submissions, evaluations, and feedback carefully. During this time, I mastered various platforms like Google Classroom, Brightspace, Microsoft Teams, Zoom, and cloud services such as Google Drive and OneDrive. I also enjoyed using Jamboard, Kahoot, and several online games to keep students engaged. For those who couldn’t attend online classes, I created compact learning modules and recorded YouTube videos of myself teaching. This led me to develop and eventually master video editing.

After the pandemic, our classrooms were upgraded with large TVs, and teachers were provided with tablets, an exciting and welcome change that made teaching easier and more engaging. I still incorporate games in my lessons, but due to limited internet connectivity in some classrooms, I now design presentations or physical, group-based activities that promote participation. Despite the Department of Education’s mandate of “no suspension” (of teaching strategies and learning continuity), the skills and tools I mastered during the pandemic have remained incredibly useful.

Today, my teaching identity is a blend of traditional values and modern approaches. I strive to create a supportive and inclusive environment, meaningfully integrate technology, and promote both academic growth and emotional well-being among my students. The journey was tough, but it transformed me into a stronger, more innovative, and more compassionate educator than I ever thought I could be.

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Reflecting on my journey as an educator over the past several years, I recognize a transformation not only in the way I teach but in who I am as a professional. The pandemic served as a powerful catalyst for growth, forcing rapid adaptation and deep self-reflection. This growth can be seen in before, during, and after the pandemic.

Before the pandemic, my teaching identity was grounded in structure and tradition. I functioned primarily as a Classroom Instructor, relying on face-to-face interaction, printed materials, and direct instruction. Technology played a minimal role in my classroom.

During the pandemic, I, like many educators, was thrust into an unfamiliar situation. Suddenly, I had to transition to a completely virtual environment filled with technical difficulties, disengaged learners, and a lack of human connection. These struggles me a lot, but they also sparked growth. I became a Digital Facilitator, learning to use tools like Zoom, Google Classroom, Google Meet, and interactive platforms like Kahoot! and Quizziz. I redesigned assessments and changed my approach to teaching, placing greater emphasis on flexibility, empathy, and student well-being. This period was exhausting, yet transformative. I discovered resilience I didn’t know I had.

After the pandemic, I stand as a Reflective Educator, shaped by the trials, my approach is more balanced, student-centered, and inclusive. I’ve embraced blended learning models and am committed to fostering equity and emotional well-being in my classroom. I’ve learned that teaching is not about perfection, but about presence of being responsive to my students’ needs and continuously evolving in my practice.

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Before the pandemic, education primarily took place in traditional classrooms. Teachers and students interacted face-to-face, and technology played a supporting role rather than a central one. While digital tools such as projectors and online resources were occasionally used, most learning was conducted through books, lectures, and in-person discussions.During the pandemic, however, this structure was upended. Lockdowns forced schools and universities to close their doors, leading to an unprecedented shift to online learning. Teachers and students had to adapt to new platforms like Zoom and Google Classroom almost overnight. This period exposed and worsened the digital divide, as many students lacked access to reliable internet or digital devices. Additionally, both learners and educators faced emotional and motivational challenges as they adjusted to the isolation and limitations of virtual classrooms.After the pandemic, education systems have not returned entirely to the pre-pandemic model. Instead, hybrid learning—combining online and in-person instruction—has become more common. There is now greater integration of technology in classrooms, and teachers are more skilled in using digital tools. While some students benefit from flexible learning options, others continue to struggle with access and motivation. The crisis also highlighted the importance of mental health support and educational equity.In conclusion, the pandemic acted as a catalyst for transformation in education. While it created many challenges, it also led to innovations that may improve learning in the long term. The key moving forward is to address the inequalities revealed by the crisis while building a more resilient and flexible education system.

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Pandemic really changed everything in this world especially in the field of education here in the Philippines. Before the pandemic struck our country off guard, we were thriving in a traditional, campus‑based environment—attending classes, collaborating face‑to‑face with peers, and participating in school activities. We are also attending seminars and workshops face-to-face wherein we do also hands-on training. Suddenly, early quarter of 2020, pandemic surprised us. No one is ready. During these days, it is a hard transition of imparting your knowledge to your learners as well as attending seminars and workshops... the beginning of online class and other online activities. Though during pandemic seems horrible and frightening to everyone, it paved the way for educators and learners to embrace the power of utilizing online platforms in conducting teaching-learning process (google meet, zoom, teams, canva, etc) which in the long run enlightened us how such things will greatly help us to learn even when not meeting face-to-face. In this times, we also had the opportunity to attend countless online seminars which enabled us more in navigating this challenging time of our education system. Also, the appreciation to the use of technologies in spreading your knowledge (like creating tutorial videos). Now, we are in the post-pandemic era, all of the things I learned especially the use of several online platforms, I do still incorporate some of it in my daily teaching and also try to enhance more and learn more of it. Today, I do much appreciate what technologies can do to impart knowledge, not just in the four corners of the classroom, but across the globe with ease. Thus, I'm planning to enroll myself in seminars regarding such online platforms which will enable me more to unlock my potential as a teacher with the aid of these technologies present in our modern day.

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Before the pandemic, I was confident in my teaching practices, grounded in traditional, face-to-face methods. My classroom was a dynamic space where learning occurred through lectures, group work, and printed materials. At the time, I had limited exposure to educational technology and relied heavily on physical interaction and conventional instruction. While I was comfortable and effective in that environment, I now realize I wasn’t fully prepared for a sudden shift that would demand digital fluency and a high degree of adaptability.

When the COVID-19 pandemic struck, it shook the very foundations of my professional identity. Schools shut down, and everything I was used to suddenly became inaccessible. All I can say is that it was the most challenging period of my entire teaching career. I was not ready; I wasn’t equipped for this kind of battle. The level of stress I experienced was exponentially higher than anything I had encountered before. Like many educators, I felt overwhelmed, anxious, and emotionally drained. The isolation, the pressure to learn new tools overnight, and the uncertainty of it all took a toll on my mental health. But I reminded myself: I am a teacher—we are the catalysts of change and the sages on the stage. If my students needed stability, I had to rise above the chaos for them.

Despite the emotional and technological challenges, I chose to stand up and adapt. I began attending webinars and professional development training, realizing that I needed to learn and grow for the sake of my students’ learning continuity. I mastered tools like Google Classroom, Zoom, Canva, and various online assessment platforms such as Quizziz and Kahoot. I learned how to create interactive content, navigate online learning platforms, and deliver meaningful instruction in a virtual space. More importantly, I embraced a growth mindset and understood the value of being flexible, empathetic, and student-centered.

After the pandemic, I emerged as a stronger, more resilient, and tech-empowered educator. My experience during the crisis redefined my teaching philosophy. I no longer view technology as an optional add-on—it is now a vital part of my teaching toolbox. I have learned to balance innovation with compassion, content delivery with emotional support, and standards with flexibility. I regularly engage in ongoing professional development, implement blended learning approaches, and integrate social-emotional learning strategies in my classroom. I also advocate for teacher wellness, knowing that we must nurture ourselves to effectively nurture others.

Today, I define myself as an effective teacher in pandemic and post-pandemic times—a resilient, tech-savvy, and learner-centered professional. I am a digital navigator and a mental health advocate. I have turned adversity into opportunity, and I teach with renewed purpose, driven by a commitment to make learning accessible, engaging, and meaningful for every student. My teaching journey is a testament to the power of perseverance, continuous learning, and the unbreakable spirit of educators everywhere.

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My Professional Growth Map: A Journey Through Change

Before the Pandemic—Foundation and Familiarity

Before the pandemic, my professional identity was grounded in traditional, face-to-face engagement. I was comfortable managing people and communicating directly with my crews. My strength lay in personal interaction—reading body language, creating a strong classroom or office presence, and building trust through in-person conversations.

But looking back, I also realize I was heavily reliant on those face-to-face interactions. Digital tools were around, but I didn’t feel the urgency to fully explore them. My routine was structured and familiar, but perhaps too comfortable.

During the Pandemic—Disruption and Transformation

Then everything changed. The pandemic forced an immediate shift. Offices closed and went silent, and suddenly, everything was online. It was overwhelming at first. I had to completely rethink how I communicated, taught, and managed responsibilities.

This experience was the biggest turning point in my business journey. The challenge was not just technical—it was emotional. I had to stay connected with my crew through screens, keep everyone motivated, and ensure learning didn’t stop.

I began learning new tools fast.

I became proficient in Zoom, Google Meet, and Microsoft Teams for live interaction.

I discovered the power of asynchronous learning while watching my kids have an online class.

This phase was all about adaptability, and it helped me grow not just as a businessman or a father, but as a learner.

After the Pandemic—Integration and Identity

Today, I am teaching in an institution and consider myself a hybrid educator and professional, combining the best aspects of both disciplines. I value face-to-face interaction more than ever, but I’m also confident in using technology to extend learning beyond the classroom.

I now view technology as a partner, not a replacement. I’ve grown into someone who’s more reflective, more student-centered, and more aware of the social and emotional aspects of education. I’m also much more conscious of digital equity, privacy, and mental health in my teaching.

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Before the pandemic, I was a graduating college student, eager to enter the teaching profession. I was filled with hopes and dreams, equipped with theories, strategies, and foundational skills learned during my education and internship. My mind was set on entering a traditional classroom, imagining face-to-face interactions with students, collaborative learning activities, and hands-on teaching, especially in my specialization Technology and Livelihood Education (TLE) and computer subjects. At that point, my greatest concerns were lesson planning, classroom management, and meeting the expectations of my future learners.

However, the onset of the COVID-19 pandemic changed everything. It disrupted not only education systems but also my expectations as a new teacher. I graduated and immediately started my teaching career in a time when schools had shifted to a fully online setup. This transition brought a great deal of adjustment. I faced challenges I had never imagined how to connect with students virtually, how to make lessons engaging without physical interaction, and how to manage an online classroom where not all students had stable internet access or devices.

During this time, I invested significant effort into adapting. I began creating online discussion materials and tutorial videos tailored to the needs of my students. As a TLE and computer subject teacher, I had to ensure that my lessons were not only informative but also accessible and easy to follow. I explored various educational tools and platforms, such as Google Classroom, Zoom, Canva, and other video-editing software. I became a learner once more, attending webinars and training sessions not only to improve my teaching skills, but also to take care of my mental, emotional, and physical health. These efforts helped me gain confidence and competence in online teaching and opened my eyes to the possibilities of technology-enhanced learning.

After the pandemic, as face-to-face classes gradually returned, new challenges emerged. We had to implement health protocols such as social distancing and wearing face masks at all times. While it was refreshing to finally meet students in person, it was also an adjustment to rebuild classroom routines and dynamics in a new normal. I found myself integrating the digital tools I had learned during the pandemic with traditional teaching methods. This blend allowed me to create a more flexible, engaging, and responsive learning environment.

Looking back, the pandemic was both a test and a turning point in my professional journey. It pushed me out of my comfort zone and made me more resilient, resourceful, and reflective. I am now a tech-savvy and adaptive educator who values continuous learning and innovation. My current teaching identity is grounded in the belief that education goes beyond content delivery it is about connection, compassion, and creativity. The experiences I gained before, during, and after the pandemic have shaped me into the kind of teacher who is not only prepared for today’s challenges but is also ready to grow with the times.

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The image illustrates the transformation of the education system in the Philippines before, during, and after the COVID-19 pandemic. In the “Before” section, students are shown happily going to school in uniforms, emphasizing the traditional face-to-face learning setup with physical attendance and school buses. During the pandemic, the “During” section highlights a sudden shift to online learning, with students and teachers working from home due to lockdowns and health restrictions. The presence of virus symbols, medical workers, and news broadcasts signifies the widespread fear and disruption caused by COVID-19. In the “After” section, the image shows students returning to school with masks, indicating ongoing health precautions. It also depicts the integration of digital technology in learning, symbolized by global connectivity, chat bubbles, and digital devices.

In conclusion, the pandemic drastically changed the educational landscape in the Philippines. From a purely physical classroom setup, the system transitioned into remote learning, heavily reliant on digital platforms. Post-pandemic, the education system has adopted a blended approach, combining face-to-face classes with digital tools and methods, ensuring flexibility and preparedness for future disruptions. This hybrid model reflects the resilience and adaptability of the Philippine education system in navigating unprecedented challenges.

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Before the pandemic started, face-to-face classroom is the main modality we have. Even with the work setups only relying to on-site locations. When the pandemic came, all fields were being shifted to online modality where the education sectors faced difficult challenges due to technical skills needed to sustain this type of modality. Other learners that weren't able to use gadgets also did modular approach to keep their education continue. Workplace saw an opportunity working remotely and still sustain the businesses throughout the years. On the post pandemic, both face-to-face and online modalities were being take advantage that came up with the hybrid setup. Working on-site for 3 days and working from home 2 days is giving more accessible and efficient setups among workers and in education sector when some unexpected instances happen - option for online class is also acceptable at this stage. As these options were being taken advantage, both education and office sectors were benefitted for the hybrid setup.

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Before the pandemic, one of my biggest challenges as a teacher was using technology effectively in the classroom. I mostly relied on traditional teaching methods and wasn’t very confident in digital tools. When the pandemic hit, everything changed so quickly. I struggled with the sudden shift to online and modular learning—materials weren’t always available, students had limited access to devices or internet, and it was incredibly difficult to do hands-on activities, especially for subjects that required practical demonstrations. Emotionally, it was also draining. The uncertainty, isolation, and pressure to adapt took a toll on me. My students were going through a lot too, and their struggles directly impacted how I taught.

A turning point for me was when we transitioned to a modular setup and I realized how disconnected I felt from my students. It made me rethink everything. Then, a colleague reminded me, “We must fulfill our duties for the nation, for the students.” That stuck with me and motivated me to keep going, no matter how hard it got. From that point on, I started approaching my role differently. I adopted a new mindset: students don’t need perfection—they need presence, patience, and purpose.

Throughout this journey, I learned to use several digital tools like Zoom, Google Meet, Google Forms, Google Classroom, Kahoot, and MS Teams. I also became more confident in using project-based learning and differentiated instruction. Even now, I still use these tools because they’ve made my teaching more flexible and effective.

Looking back, I can say I’ve become a braver and more resilient teacher. I’ve learned to adapt, to innovate, and most importantly, to empathize. Today, I value practical learning and my goal is to help students become more skilled and prepared for the real world. For me, effective teaching means creating meaningful learning experiences, no matter the situation—balancing tech, heart, and hands-on skills to truly support my students’ growth.

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My professional journey has been shaped by a unique blend of experiences in both education and industry. Before the pandemic, I was actively working in the private sector, building skills in operations, coordination, and administrative support. Alongside this, I had opportunities to explore teaching, which sparked my interest in instructional work and learner engagement. During this time, I gained a deeper appreciation for structure, systems, and the real-world applications of education.

The pandemic brought about an unexpected shift—one that redefined how we approach learning and communication. While many faced disruption, I saw an opportunity to respond with innovation. I was entrusted with the task of developing a Learning Management System (LMS) to ensure that learning could continue remotely despite physical restrictions. This role was a major turning point for me. It expanded my capabilities in digital education tools, online course design, and virtual facilitation. I became proficient in platforms such as Moodle, Google Classroom, and various content creation and collaboration tools. More importantly, I discovered how technology could bridge gaps in access and engagement—lessons that continue to guide my work today.

Post-pandemic, I made the intentional choice to remain in the industry sector, now equipped with a much deeper understanding of technology and how it can transform processes, training, and development. My experience in building and managing digital learning systems continues to inform how I support learners and teams in the workplace. I’ve taken on roles that involve curriculum development, staff training, and system supervision—blending educational strategies with operational goals. At the same time, I continue to pursue graduate studies in education, strengthening my theoretical foundation and commitment to lifelong learning.

Today, I define myself as an Educator-Innovator within the Industry—someone who leverages technology and instructional design to support continuous growth, professional development, and inclusive learning. My mission is to integrate the discipline of teaching with the demands of the workplace, creating environments that are efficient, adaptable, and forward-thinking.