Learner-Centered and Inclusive Pedagogical Practices in Early Elementary Education: A Qualitative Exploration of Grade 2 Classroom Teaching in Nueva Vizcaya, Philippines

Abstract

This qualitative study explored the learner-centered and inclusive pedagogical practices employed by Grade 2 teachers in Nueva Vizcaya, Philippines. Anchored on Constructivist Theory and Inclusive Pedagogy, the study examined how teachers facilitate meaningful learning experiences, address diverse learner needs, and foster inclusive classroom participation in early elementary education. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving six Grade 2 teachers from selected public elementary schools in Nueva Vizcaya. Thematic analysis following Braun and Clarke’s framework revealed four major themes: (1) contextualized and learner-responsive instruction, (2) collaborative and participatory classroom engagement, (3) differentiated and inclusive learning support, and (4) challenges in sustaining inclusive pedagogy. Findings showed that teachers employed localized examples, differentiated activities, peer collaboration, formative assessment, and flexible instructional approaches to support diverse learners. Teachers emphasized emotional support, encouragement, and adaptive teaching strategies to promote participation and learner confidence. However, insufficient instructional materials, large class sizes, limited professional training, and time constraints emerged as major barriers to sustaining inclusive practices. The study highlights the importance of strengthening teacher professional development, institutional support, and inclusive learning resources to enhance equitable and learner-centered education in early elementary classrooms. The findings contribute to the growing discourse on inclusive pedagogy and culturally responsive teaching in Philippine basic education.