Experiences and Challenges encountered by the Pre-service teachers in a Community Immersion Program

Kristoffer Paul Obispo

doi:10.55927/ajcs.v2i2.2995

Authors

Kristoffer Paul Obispo Research and Publication Unit, College of Education, Arts and Sciences, Gordon College

DOI:

https://doi.org/10.55927/ajcs.v2i2.2995

Keywords:

Community Immersion, Teaching Immersion, Pre-service Teacher

Abstract

This study aims to determine the experiences and challenges of pre-service teachers in a community immersion program from a local higher education institution in Olongapo City, Philippines. Phenomenological method of research is used in this study which was participated by a total of 32 pre-service teacher. According to the participants, this provides them with experiences that gives them motivation and inspiration to pursue teaching. This also gave the pre-service teacher a hint of what may be experienced in the actual teaching field such as managing the class, and diversity of the learners. On the other hand, the challenges they encountered was related to the class environment. It is recommended to provide more time allocation for the implementation of community immersion.

Downloads

Download data is not yet available.

References

Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed). Thousand Oaks, CA: SAGE Publications, Inc.

Lester, S. (1999). An introduction to phenomenological research.

Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project.

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. The European journal of general practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091

Smith, J., & Firth, J. (2011). Qualitative data analysis: the framework approach. Nurse researcher, 18(2), 52-62.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. doi:10.3316/QRJ0902027

Murrell Jr, P. C., Strauss, J., Carlson, R., & Dominguez, M. A. (2015, March). Community immersion teacher development. In Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability (p. 151). Routledge.

Hamilton, E. R., & Margot, K. C. (2019, October). Preservice Teachers' Community-based field experiences. In Frontiers in Education (Vol. 4, p. 115). Frontiers Media SA.

Lees, A., & Kennedy, A. S. (2017). Community-based collaboration for early childhood teacher education: Partner experiences and perspectives as co–teacher educators. Journal of Early Childhood Teacher Education, 38(1), 52-78.

Mustian, April & Lee, Robert & Nelson, Carlos & Gamboa-Turner, Valentina & Roule, Lisa. (2017). Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships. The Educational Forum. 81. 467-481. 10.1080/00131725.2017.1350239.

Bernadowski, C., Perry, R., & Del Greco, R. (2013). Improving preservice teachers’ self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2).

Cone, N. (2012). The effects of community-based service learning on preservice teachers’ beliefs about the characteristics of effective science teachers of diverse students. Journal of Science Teacher Education, 23(8), 889-907.

Mergler, A., Carrington, S. B., Boman, P., Kimber, M. P., & Bland, D. (2017). Exploring the value of service-learning on preservice teachers. Australian Journal of Teacher Education (Online), 42(6), 69–80. https://search.informit.org/doi/10.3316/ielapa.952497301507861

Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20(4), 573-593.

Márquez-García, M. J., Kirsch, W., & Leite-Mendez, A. (2020). Learning and collaboration in pre-service teacher education: Narrative analysis in a service learning experience at Andalusian public schools. Teaching and Teacher Education, 96, 103187.

Wilcoxen, C. L., Steiner, A. L., & Bell, J. (2021). Strengthening Preservice Teachers' Understanding of Culturally Responsive Classrooms Through Exposure, Immersion, and Dialogue. Journal of Community Engagement & Scholarship, 14(1).

Czop Assaf, L., O’Donnell Lussier, K., Furness, S., & Hoff, M. (2019). Exploring how a study abroad and international service-learning project shaped preservice teachers’ understanding of humanizing pedagogy. The Teacher Educator, 54(2), 105-124.

Smolcic, E. (2011). Becoming a culturally responsive teacher: Personal transformation and shifting identities during an immersion experience abroad. In Research on second language teacher education (pp. 29-44). Routledge.