2025 IJRSE – Volume 14 Issue 1
Available Online: 1 March 2025
Author/s:
Gundran, Tricia*
Ilocos Sur Polytechnic State College, Philippines (gundrantrix.21@gmail.com)
Samson, Jomari
Dili National High School, Philippines (samsonjomari.cabradilla@gmail.com)
Javier, Jocelyn
Abra Institute of Sciences and Technology, Philippines (jmjavier@asist.edu.ph)
Visaya, Avelina
Don Mariano Marcos Memorial State University, Philippines (avisaya@dmmmsu.edu.ph)
Abstract:
This qualitative phenomenological study investigated the lived experiences of six teacher interns from Ilocos Sur Polytechnic State College during their field practicum at Dili National High School in the academic year 2024-2025. The study aimed to investigate how these teacher interns navigate the complexities of aligning their educational philosophies with their teaching practices, the challenges they encountered, and the professional development they experienced. Employing in-depth interviews, the study explored themes such as adaptability, professional support and development, challenges in student engagement, and coping strategies. Results revealed that teacher interns encountered remarkable challenges in adapting to diverse learning environments and managing classroom dynamics and assessment methods. However, these challenges enabled notable personal and professional development, aided by valuable mentoring from cooperating teachers. The study emphasizes the relevance of experiential learning in teacher preparation and the critical role of mentorship and adaptability. The findings assist in understanding the intricacies of teaching internships, providing insights that can help enhance pre-service teacher training programs and better prepare candidates for the demands of the teaching profession.
Keywords: teacher interns, classroom management, lesson planning, assessment methods
DOI: https://doi.org/10.5861/ijrse.2025.25022
Cite this article:
Gundran, T., Samson, J., Javier, J., & Visaya, A. (2025). Philosophy meets practice: The lived experiences of the teacher interns in their field practicum. International Journal of Research Studies in Education, 14(1), 253-262. https://doi.org/10.5861/ijrse.2025.25022
* Corresponding Author