Experiences of the Pre-service Teachers: A Journey of Discovery

Abstract

Many empirical studies demonstrate the importance of teaching internship courses in helping pre-service teachers achieve their career goals and personal development. However, the extent to which pre-service teachers can optimize the outcomes of this course depends significantly on their experiences throughout it. These experiences can either facilitate or hinder their professional and personal growth. This research aimed to explore the experiences of pre-service teachers at Ilocos Sur Polytechnic State College, Tagudin Campus, for the Academic Year 2022-2023 during their teaching internship course, using a mixed-method explanatory research design. Data collected through a survey questionnaire and structured interview question underwent document analysis, specifically descriptive analysis for the questionnaire and thematic analysis for the interview data. The study revealed that the pre-service teachers’ experiences before deployment had a mean score of 3.14, categorized as 'Good (G)', indicating that the preparatory activities were deemed adequate for their forthcoming responsibilities. During deployment, the mean score improved to 3.94, classified as 'Very Good (VG)', reflecting a notably successful performance at their cooperating schools, exceeding average expectations. However, upon returning to the university, the mean score declined to 1.72, denoted as 'Poor (P)', indicating a significantly unfavorable experience. This highlights the need for enhanced focus on the post-deployment phase to address the challenges encountered and improve overall outcomes. Supporting this result, pre-service teachers recommended the development of a revised Teaching Education Program curriculum, and development guidelines to better support the teaching internship course and improve their experiences.