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Abstract
This study is an in-depth analysis of the stories of English Language Teachers who taught Creative Writing from the beginning of the K to 12 program up until the present. Three participants were interviewed online to share their narratives in teaching Creative Writing. These educators revealed their perceived challenges, suggestions to several stakeholders, and how the teaching profession is. The researcher followed the three-space narrative structure proposed by Connelly and Clandinin (2006) to analyze the responses of the participants which focuses on interaction, place, and continuity. The researcher found that these teachers were challenged by entering the profession, preparing for the profession, teaching strategies, learning resources, learning modes, students, curriculum, and their readiness as the instructor. Therefore, this study recommends that the study be continued but with more participants and a broader scope, that the k-12 curricula be reviewed so that the lessons are not congested, that college education universities' policies, curriculum, and professors' abilities be reflected, that learning references be a collaborative effort of different stakeholders, and that teachers should update themselves through workshops and training.
