Immersion Experiences of Teacher Education Students in Conducting Indigenous Studies

Ryan R Pecson; Allyssa Mae S. Paz; Jhanica D. Celaje; Camille Joy O. Dela Cruz; Elder Joe A. Lacaba; Wilmer A. Manahan; Jelaena H. San Antonio

doi:10.55927/ajcs.v3i10.10464

Authors

Ryan R Pecson College of Education, Bataan Peninsula State University-Balanga Campus, Bataan
Allyssa Mae S. Paz College of Education, Bataan Peninsula State University-Balanga Campus, Bataan
Jhanica D. Celaje College of Education, Bataan Peninsula State University-Balanga Campus, Bataan, Philippines
Camille Joy O. Dela Cruz College of Education, Bataan Peninsula State University-Balanga Campus, Bataan
Elder Joe A. Lacaba College of Education, Bataan Peninsula State University-Balanga Campus, Bataan
Wilmer A. Manahan College of Education, Bataan Peninsula State University-Balanga Campus, Bataan
Jelaena H. San Antonio College of Education, Bataan Peninsula State University-Balanga Campus, Bataan

DOI:

https://doi.org/10.55927/ajcs.v3i10.10464

Keywords:

Immersion Experiences, Teacher Education Students, Indigenous Studies

Abstract

Indigenous studies is a popular research interest among social studies teacher education students, emphasizing the importance of properly educating them to conduct these studies and prepare them for immersion experiences. This study explores the experiences of teacher education students during their immersion in Indigenous studies in Bataan and proposes instructional support to enhance sustainable practices for future researchers. Utilizing phenomenological research, student teachers who have conducted Indigenous studies were purposefully interviewed. The results demonstrate that despite encountering challenges, these immersion experiences gave students valuable first-hand knowledge, personal growth, and a deeper understanding of Indigenous cultures. These findings underscore the need for instructional support, as suggested in the study, to better equip teacher education students to support and promote Indigenous studies.

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