Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6810625, ISSN 2822-4353

Research Article

The Pre-Service Teachers’ Uphill Climb in the New Normal: Stories to Tell
Arnie Joy G. Emia*, Reneath C. Lamosao, Renelyn C. Lamosao, Anna Marie A. Silagpo,
Jennizelle F. Cantila, Charina L. Albite, Anna Mae I. Tagalog, Ailyn J. Daquiado,
Jingoy D. Taneo, Cyril A. Cabello, Antonieta V. Minyamin
For affiliations and correspondence, see the last page.

Abstract
In the new normal of education, the pre – service teachers’ struggles and stories are overlooked by
the majority of institutions in the country. Their performance in multiple schools is evaluated
quantitatively in several studies of literature but no research yet concentrated to the pre-service
teachers’ narratives and stories in the new normal in both limited face-to-face classes and offline
teacher’s instruction. This inspired the researchers to conduct this study in order to provide attention
to the pre-service teachers’ uphill climb and encounters in the new normal mode of teaching
practicum. This study is anchored from the Kolb’s Experiential Learning Theory. Heideggerian
Phenomenology design and Interpretative Phenomenological Analysis (IPA) of Van Manen
popularized by Moustakas with a 7-step analysis were used in this study. This study utilized
Purposive Sampling Technique to refrain researchers’ subjectivity. Interviews with semi-structured
interview guide through the use of online platforms were conducted to ten (10) participants from
Cebu Technological University – Moalboal Campus. There were four themes that emerged: (1) The
Encounters, (2) The Uphill Climb, (3) The Stepping Stone and The Stumbling Block, and (4) The
Coping Strategies. These themes showcased the stories and survival of the participants in the new
normal. It is recommended to create a management plan and interventions, professional support and
guidance to give the upcoming pre- service teachers better opportunities to excel in their life-long
teaching career experience.

Keywords: Pre-service Teachers, Phenomenology, IPA, Lived Experiences, New Normal

Introduction challenges they face. This scenario urges the

researchers to conduct the study to better comprehend
The pandemic caused significant changes in the the battles that the pre-service teachers encountered to
education sector, with the change from physical offer interventions and a development strategy to
classes to online instruction, and now conducting maximize their potential as remarkable teachers in the
limited face-to-face classes. One of the most hardly coming years.
affected by the pandemic is the pre-service teachers
According to Ozmantar (2021), the student teachers
doing teaching practice. They have so many concerns
also experienced adaptational gaps in the new normal
about how Covid -19 has disrupted their training, this
of practice teaching because they already expected that
includes a feeling of fear, pressure, anxiety, and stress
they will have face-to-face practice teaching. This
(Vancell, 2019). In addition, intermittent internet
means that the preparation did not jibe with the new
connection, non-availability of instructional materials
normal of practice teaching. McIntosh and Nenonene
at home, lack of personal space at home, no instant
(2020) stress the struggle of navigating educational
feedback about lesson planning from cooperating
technologies since the student teachers are unprepared,
teachers, and lesser face-to-face interaction between
lack of technological knowledge, and lack of
pre-service teachers are also affecting pre-service
assistance from mentors that are also in the adjustment
teachers’ academic experiences and performance.
phase of online learning. They expressed their
Several studies have been conducted to identify
frustrations specifically about being illiterate in using
barriers, stories, as well as opportunities faced by pre-
digital platforms. Student teachers are also anxious
service teachers in online distance training to serve as
about how the new normal could affect their
a connecting bridge to the development of teacher
completion of practice teaching. They are frustrated if
education programs (Laguitao et al., 2021). However,
they will be given a chance to undergo practice
no research has been found that focuses on
teaching when schools are closed (Varela & Desiderio,
practicumers’ experiences in the implementation of
2021). It claims that student teachers need to be given
limited face-to-face teaching practicum. With this, the
enough time and competencies that had previously
question arises as to how does the new normal of
been missing in practice teaching, as well as
practice teaching, which is limited face-to-face, affect
encouraging students to consider how to best use
pre-service teachers’ completion, preparation, and
online resources to promote growth and learning. Not
qualification, and what are the experiences and
many practicumers envisioned a strong level of

Emia et al.
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Research Article
preparedness for online teaching, according to
Evagorou and Nisiforou (2020). Furthermore, student
teachers encountered a range of difficulties depending
on the topic, interaction, and method of doing the
online teaching practicum.
Pre-service teachers benefit greatly from student
teaching because it helps them prepare for and assess
their level of learning in the classroom. This provides
an opportunity for students to apply concepts, learn
teaching approaches, and share their passion and
expertise gained over the course. In the midst of the
epidemic, virtual reality-based technology teaching
emerged, presenting pre-service teachers with a whole
new environment and allowing learners to continue
their education despite the upheaval (Long et al.,
2021). The practicum’s main goal has always been to
give student teachers enough hands-on training
opportunities and experiences so that they can develop
any skills necessary to become qualified teachers
(Ersin et al., 2020). Lucky and Yusoff (2017) stated
that obtaining the necessary teaching credentials, as
well as possessing the characteristics will enable
teachers to be competent and effective. It’s crucial
because it plays a key role in aiding pre-service
teachers enhance their personal and professional lives,
social awareness, and teaching-learning skills. Pre-
service teachers confronted the pressures, problems,
and hardships of the teaching career, as well as the
pleasures, throughout the practical stages of their
practicum teaching. As a result, practical stages are
thought to have a big influence on pre-service
teachers’ professional growth (Kidd & Murray, 2020).
Because of the covid-19 occurrence, this study would
provide a comprehensive understanding of how pre-
service teachers deal with abrupt shifts or adjustments
in their field of training. It can be utilized to influence
the quality of teaching and policymaking for student
teachers’ educational development.
Various literature would show the understanding of the
different circumstances influencing pre-service
teachers’ academic experiences in the new normal.
Laguitao et al. (2021) unravel some gaps that pre-
service teachers encounter in the new normal which is
focused on the need for actual and physical practice
teaching, unpreparedness in the new mode of teaching,
and embracing the change while optimizing their
experiences and potential as 21st-century teachers.
With this, pre-service teachers must deal with
adaptational gaps. Adaptational gaps refer to the
challenges in adjusting to the online practicum because
of the manner that which their preparation period was
shaped entirely according to the old norm
(Ozmantar,2021). Gaps must be filled, including a lack
Emia et al.
of preparedness and institutional support. Another
issue that this study should address is how to keep pre-
service teachers motivated in the “new normal” setting
and their challenges in the implementation of limited
face-to-face practice teaching.
Generally, pre-student teachers as neophytes in the
actual field of teaching adapt so hard to the changes
brought by the new normal. Most of them face varied
uphill climbs and plights in their practice teaching
journey. Like everyone else, they want to be heard and
given adequate assistance and support from the school
administration and mentors. If given enough guidance
from the mentors and proper fo rmu lating
developmental plan, they can optimize their potential
as remarkable teachers and could deliver quality
education to the students in the future. This study
delves into the pre-service teachers’ individual stories
in analyzing, and comprehending the sense and
meaning of their experiences.
Research Questions
This study would like to scrutinize and examine the
battles that are encountered by the student teachers in
Cebu Technological University- Moalboal Campus in
the new normal of practice teaching. Specifically, this
research sought to respond to the following:
1. What are the challenges and struggles of the
pre-student teachers in the new normal?
2. What are the pre-service teachers’ beautiful
stories in the new normal?
3. What is the meaning of the pre-service
teachers’ experience?
4. What are the implications of their stories to the
teacher education program?
5. What action plan can be created based from the
findings of the study?
Literature Review
In the face of the pandemic, the term "new normal"
education has posed several obstacles to the whole
education system including the practice teaching of the
student teachers. This section describes pre-student
teachers' narratives to better understand their
sentiments and to provide a basis for future practice
teaching. It is extremely important because it assists
pre-service teachers in developing professional and
personal relationships, social competence, and
teaching and learning abilities. These papers were
scrutinized with attention in order to generate relevant
and credible data to strengthen the current study. The
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Research Article
articles aid in learning more about the various aspects
of pre-service teachers' stories, their challenges, and
the necessary support they receive from the
administration.
Kadir and Aziz (2021) examine the difficulties and
opportunities for pre-service teachers during the
pandemic, as well as the repercussions for future
teaching practicums in teacher education programs.
This study shows difficulties in practice teaching
during the pandemic which includes a dearth of in-
person connection within the pupils and pre-service
teachers that results in not being able to know and
meet the demands of their pupils. The struggle for
navigating educational technologies is also present
because of pre-service teachers’ unpreparedness, lack
of technology utilization, and lack support from
cooperating teachers that are also in the adjustment
phase of online learning. Opportunities, on the
contrary, involve giving pre-service teachers an
avenue to improve their technological skills. Pre-
service teachers also received more immediate
feedback and support from their institution professors
and cooperative teachers. Pre-service teachers’
teaching skills were also put to test thus making them
more independent and responsible. The study
suggested interventions or implications for teaching
practicum that encompasses reviewing courses being
taken before teaching practicum, using messenger
platforms for giving instructions, and adopting the
TPACK (Technological Pedagogical and Content
Knowledge) model for online learning. This study is
hopeful that it can be of help to provide teacher
education courses with better perspectives during the
pandemic era that would help future teaching
practicum more meaningful.
Tsotetsi and Mile (2021) is all about the adversities
that mentors and mentees encounter in the midst of a
pandemic. In the middle of the epidemic, this article
addresses the challenges that both sides encounter
during pre-service teacher induction. The findings
reveal challenges faced by mentees, such as a sense of
ineptness in maintaining classroom order, difficulty
adapting to the school environment and culture, and a
sense of estr angemen t from meetings and
extracurricular activities, as well as a lack of
communication with mentors and insufficient guidance
in school. Mentors, on the contrary, receive mentees
with no preceding notification or plan for their
accommodation, with no university officials present
save for evaluation, and with no orientation that is
intended to be passed on to the mentees. Some of the
solutions presented to curb the challenges experienced
by mentees and mentors are collaborative strategies
Emia et al.
where more than one mentor should guide the
mentees, mentors training, and involvement of the
whole school to accommodate the mentees. With this,
it is recommended that the Department of Basic
Education should employ personnel that would
regularly monitor the mentees, there should be mentor
training to improve inductions programs, and the
mentees should also be resourceful and responsible for
their teaching training experience.
Kiok et al. (2021) conducted research to understand
more about the pre-service teacher to understand more
about pre-service teacher’s practice teaching
encounters amidst the pandemic. It provided
substantial findings that demonstrate how beneficial
the teaching practicum experience is for pre-service
teachers. It boils down to two categories, either
intrapersonal or interpersonal growth. Intrapersonal
growth such as attitudes toward change and thus their
preparation and acceptance of the new normal.
Interpersonal growth is referred to development when
they communicate with their institutions, university
supervisors, or mentor instructors. The study found out
that positive attitudes and self-esteem can boost
motivation and willingness. One highlighted notion
emphasized the need for institutional support as a
factor to acquire successful training and prevent any
complications with teaching practicum.
Pre-service teachers with a significant spot in teacher
education all around the world have started to be
carried out as an Emergency Remote Teaching (ERT)
d esig n du ring the co ro n av iru s p an d em ic
(Ozmantar,2021). His study yielded three fundamental
topics pertinent to participants' online practicum
experience: adaptational gaps, fruitful challenges, and
realizations of potential improvements. Adaptational
gaps refer to the challenges in adjusting to the online
practicum because of the manner that which their
preparation period was shaped entirely according to
the old norm. This was connected with the member's
insight as fruitful challenges that even after the
pandemic, online education will keep up with its spot
in the training system as another option. The third
fundamental was concerned with potential
improvements, which participant's ideas clarified that
they expected an adaptable construction with regards
to duration, timing, evaluation techniques, and
mentors/supervisor's determination. Moreover, the
preservice teachers in this study expressed
assumptions to pursue their own decisions and take the
obligation of their own learning. Therefore, the study
will add to how we might interpret online practicum
encounters from a pre-service teacher's point of view.
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Research Article
The study of Vancell (2019) looked into how
COVID-19 has impacted teacher education,
specifically pre-service teachers. It looks at how
pedagogies changed as pre-service teachers, and
learners transitioned to new online environments. In
March 2020, schooling "stopped abruptly" (Ellis et
al.,2020).The sudden COVID-19 pandemic affected
the key stakeholders in practice teaching, and the
impact was extreme. This study discovered that pre-
service teachers were affected by some factors such as
fear, pressure, anxiety, and stress. The findings of this
study revealed that COVID-19 and the online
practicum had a significant impact on their learning
process, with some benefits such as teaching while
being safe, improving understanding, and there are no
concerns with class management, but the most
significant drawbacks like more preparatory work and
a lack of familiarity with online instruction.
Guinto and Inaldo (2021) explored how COVID-19
influences the stress levels and emotional reactions of
Practice Teachers. This study also looked into the
practice teachers' stress-coping mechanisms and the
help they needed. Hayes (2011) stated that practice
teaching is in the midst of a period of rapid change and
mounting pressure from all sides. During practice
teaching, practice teachers frequently sense increased
worry and anxiety. Emotions have an impact on their
capacity to work effectively, therefore learning to cope
with them is crucial. As governments implement
movement restrictions to decrease the number of
people infected with COVID-19, more people's
everyday routines are being disrupted. People were
forced to deal with new emotional issues as a result of
the pandemic, particularly feelings of concern,
ambiguity, and anxiety. COVID-19 is a major threat to
one's well-being (Levkovich & Shinan-Altman, 2020).
The conclusions of this study demonstrated the
difficulties, perspectives, and experiences of practice
teachers in this new normal education from all
directions.
Moreover, the study of Varela and Desiderio (2021)
serves to educate teacher planning programs as to
leading underpins for pre-service teachers and
challenges situation in preparing involvement
framework and on the edge of a new reality in K- 12
education. This study states that the pre-service
teachers detailed sentiments about how instability
school closures would affect their completion
preparation and qualifications for teacher certification.
The results of the research expressed the readiness of
pre-service teachers in online teaching training such as
showing a sense of appreciation for this involvement,
particularly those who were allowed to stay engaged
Emia et al.
with their teaching activities during school closures.
The result suggested that educator planning will have a
crucial effect on our future teaching around the
unusual circumstances. Thus, this study recommends
that teacher preparation programs can do better and
improve the pre-service training through their
involvement.
These studies and reviews of related material would
provide a thorough knowledge of how pre-service
teachers cope with sudden transitions or changes in the
field of training because of the covid-19 outbreak. The
different articles would give an analysis of pre-service
teachers' experiences despite the pandemic,
emphasizing that it has still a favorable impact on their
motivation, engagement, and performance. However,
there are still gaps that need to be addressed such as
the lacking of preparedness and institutional support.
Another concern that this research needs to
acknowledge is how to keep pre-service teachers
motivated and how to do it in a way that is appropriate
for the current situation, which is the "new normal."
Thus, the findings of this study could be used to guide
faculty development and policy formulation for pre-
service teachers' professional growth and advancement
in the educational institution.
Theoretical Underpinning
This research is embedded on Kolb’s (1984)
Experiential Learning Theory, a prominent theory and
frequently used as an instrument that encourages
learning through experience. Positive results have been
achieved by experiential learning, also known as
interactive learning, active learning, or "learning by
doing." Most research shows that student’s active
involvement in the learning process that results in
performance improvement (Smart & Csapo, 2007).
Experiential learning is a continuous process of
learning through events. The environment must be
conducive to effective learning and the learner must
complete the full cycle. The 4 - stage learning
paradigm displays two diametrically opposed aspects
of gaining experience– concrete experience (CE) and
abstract conceptualization (AC), and two diametrically
opposed facets of transformative experience–
reflective observation (RO) and active experimentation
(AE). Experiential learning is a form of knowledge
construction that entails a creative dynamic between
the 4 - learning skills. In each learning setting, the
student must constantly select which set of learning
abilities to utilize. As previously stated, learning is
viewed as a four-stage process that the learner must
complete – experiencing, reflecting, thinking, and
acting.
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Research Article
COVID19, as well as the rapid rise of online
classrooms, pose a number of uphill climbs for pre-
service teachers in terms of assuring fairness. Pre-
student teachers may begin their careers not having
completed a culminating experience in a classroom set-
up. Their experiences will be harmed because they
may not meet the standards for licensure due to
various rules requiring practicum hours in the
classroom. Furthermore, the shutdown of testing
centers and the use of online interviews reduce
presentation skills, lesson demonstration and student
socialization (Hill, 2021). Pre-service teachers are
force to adapt with the sudden changes in the
education system because of the restrictions while
doing their teacher training. A pre-service teacher must
be expose to the actual environment to improve
preparedness, readiness and immersing themselves in
concrete reality in their teaching career.
The experiential standard will be answered in the
educational system when pre-service teachers are more
exposed to the the actual field of teaching. Pre-student
teachers must see the importance of actual teaching
training and that the school administration provides
enough assistance and support. Working with co-
stakeholders is critical since pre-student teachers and
their mentors are nearest to the students and at the
heart of the activity. Relationships are similarly
important in generating substantial teaching abilities.
Pre-service teachers, in other words, necessitates
strong foundation of relationship. They must also
engage in seminars and trainings with their mentors.
When pre-service teachers get enough support and
experience, they are more likely to have an excellent
performance in giving a high-quality education to the
students. As a result, it is said that observing field
experiences is imperative to students in a teacher
education program that can help to the readiness and
preparedness of pre-service teachers.
Methodology
This qualitative study employed the Heideggerian
Phenomenology Design. The study's goal is to
expound and investigate the lived encounters of the
participants with regard to the phenomenon. Moreover,
it acknowledges the meaning of the occurrence of their
experience.
Participants
This study utilized a purposive sampling technique
wherein participants were selected to expound on their
experiences as pre-service teachers in the new normal.
Emia et al.
Additionally, an inclusion criterion was generated to
recognize the appropriate participants for this study.
There were 10 participants included in the study.
Inclusion Criteria
1. Participants must be of legal age.
2. Participants can be of any gender.
3. Participants speaks and understands English.
4. Participants should be a bonafide pre-service
teacher from CTU- Moalboal Campus.
5. Participants are doing practice teaching in the
new normal (limited face-to-face classes).
Data Collection
To get consent to conduct an interview, a transmittal
letter was written and delivered to the respondents.
Following the participants' consent, they have an
interview scheduled via a digital platform. The
researchers utilized a Facebook account and a chat tool
to schedule and perform the interview with each
participant. The participants gave their permission for
the sessions to be recorded. The researchers created a
semi-structured interview guide (Smith &
Shinebourne, 2019) as the instrument, which was
authorized and validated by experts (Cabello &
Bonotan, 2020). The ethical guidelines established in
this investigation were properly followed when
collecting data (Bryman & Bell, 2007).
Research Rigor
The researchers used Whittemore et al.'s (2001)
quality standard to maintain the study's rigor. This
quality standard mainly emphasized on (a) Credibility
and Authenticity; and (b) Criticality and Integrity.
Furthermore, the study's rigor was enhanced when the
researchers utilized bracketing (Cabello, 2022).
Bracketing is substantial to maintain fairness and
minimize biases during the study (Alase, 2017). All
potential responses from the participants were already
predicted (Cabello et al., 2022).
Data Analysis
T h i s r e s e a r c h u s ed the I n t e r p r e t a t i v e
Phenomenological Analysis (IPA), which is based on
Moustakas’ Modified Van Kaam Approach. The seven
essential steps are Horizontal, Reducing the test to
immutable components, Clustering by subject to create
a central theme, Comparing multiple data sources to
confirm immutable components, Constructing a
description of the results individual structures,
Construct composite structure descriptions, and
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Syn th esize textures and structure into an
expression. (Please see Table 1. The Analysis
[Appendix 1])
Results and Discussion
After analyzing the data gathered, the researchers
generated four essential themes: Theme 1: The
Encounters, Theme 2: The Uphill Climb, Theme 3:
The Stepping Stone and the Stumbling Block, and
Theme 4: The Coping Strategies These four themes
elucidated and explored the lived experiences of the
practicumers in the new normal of education in limited
face-to-face classes.
Theme 1. The Encounters
The stories of the pre-service teachers in the new
normal of education is like a roller-coaster ride. They
encountered difficulties and opportunities (Kadir &
Aziz 2021). Difficulties are obstacles or hurdles that
stand in the way of our goals. Opportunities, on the
other hand is a possible path of action that can add
value towards something you like doing. According to
Laguitao et al. (2021) the rigor of pre-service teachers'
pandemic student teaching experiences has link
rod into their progress. Regardless of various barriers
they face, their experiences inspired them to learn and
work harder. With this, it is desirable to learn the pre-
service teachers practice teaching encounters in the
new normal. This was exemplified by the various
statements from the participants during the interview.
Participant # 1 mentioned that,
“It was fun yet very challenging as we all know that
because of pandemic, the modality of teaching
changed,… In limited face-to-face classes, it is easy to
determine who and how many learners were fast
learners or slow learners ,... we are more exposed in
creating Instructional materials ,… we have lesser ST
forms than the previous one.”
Participant 1 explicitly describe the feelings during the
practicum, a mixed of enjoyable and thrilling
experience because of the profound changes that
happened around us. It is mentioned that in the new
normal, it is easy to assess a learner’s performance,
more exposure to electronic instructional materials and
lesser forms to be accomplished. Based on the
experience, this new normal of practice teaching is not
as bad as what it seems, the only downside is the part
of the students that are also in the adjustment period
Emia et al.
from modular to limited face-to-face classes.
Participant #2 stated that,
“Being a student teacher isn't the same as teaching in
a typical classroom. Events, activities, and class
performances are not carried out physically, but via
videos or other online means, require extra time for
students who only attend modular classes as pre-
service teachers.”
Technology has become the backbone to continue
education in the new normal, students and teachers are
having their events, and class performances virtually.
The statement of the participant clearly draws the line
between teaching in a typical classroom before
compared today. Hectic schedules also act as culprit
because pre-service teachers need to allocate extra
time for the making of modules for modular classes.
Their time is occupied for teaching in the classroom,
and module making. With this practice teachers should
be mindful of the changes and they would adapt to it.
Participant #4 mentioned that,
“I guess the difference from my experience this
practice teaching in the midst of pandemic is that the
interaction I have with the students and as well as the
time duration on each lesson,...we can't have the same
experience or activities ,… we have to plan for varied
teaching style to the students to keep them active,..
without having the need to interact with each other.”
The pandemic caused significant changes especially in
our interaction with other people. Before the pre-
service teachers can interact with the students one on
one but today it is being restricted because of the
pandemic. This time, a social restriction is being
practiced. Planning and designing the best IM's let the
classroom's atmosphere more engaging for the
students without physical contact. The pandemic
cannot hinder the pre-service teachers’ goal to make an
effective classroom environment because teachers are
creative.
Participant # 9 stated that,
“This new normal practicum experience is quite
different from before. It is because firstly the
curriculum is changed, the guide for lesson instruction
will now be based on MELCs. For the preparation, I
need to plan it appropriately as the time given for the
instruction is only limited.”
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The Department of Education made an adjustment to
the curriculum and employed the MELC’s (Most
Essential Learning Competencies) to ease the burden
of learners in acquiring knowledge, skills, and
understanding in this trying times. With this, pre-
service teachers experience an abrupt change in the
curriculum they teach. Pre-service teachers really do
their best for them to have a better teaching strategy
that could impart knowledge to the students. Although
there are changes but being a practicumers in this new
normal would serve them as their stepping stone on
how they are able to adapt easily. It was unexpected
training for them since they are the pioneer in this new
normal.
The theme, The Encounters, is centered on the lived
experiences of the practicumers in limited face to face
classes discrete from the previous practicum with no
pandemic. They are able to compare the difference
before and in present. From those perspectives practice
teachers are able to adapt changes despite they have
hectic schedule. Since they are the pioneer of this
practice teaching in the new normal, they are able to
manage and know how to addressed their challenges in
a meaningful way. This theme seeks to call the school
administrators to pay close attention to the problems
that the pre-service teachers faced during their training
to provide adequate support to the upcoming pre-
service teachers.
Theme 2. The Uphill Climb
The uphill climb is a struggle or a battle that someone
faces, and requires a great deal of effort and
determination to be able to overcome it. The
COVID-19 pandemic is the cause of the uphill climb
of the pre-service teacher from the adjustment of the
limited face to face classes. Concerning the pandemic,
teachers face a variety of difficulties such as
educational technologies adaptations (Laguitao, 2021).
It challenges them to be flexible in dealing with some
encountered difficulties they face in their pre-service
training. Pre-service teaching, according to Ryan
(2016), is a period of assessment on a student-field
teacher’s preparedness as well as discovering and
negotiating ways to overcome problems and battles
that may arise during their teaching career. The uphill
climb of the practicumers may consider as a model for
future research to avoid a situation where a number of
" shortcomings" combine to create a "large disparity,"
the "linkaging" framework must be functional and
feasible (Ahmad, 2017).
Participant #1 mentioned that,
Emia et al.
“The learners ,… need to go back to the basic,… we
are focused on the numeracy and literacy skills of the
learners. I wasn’t expecting that even if they were in
higher grades, there were still learners who barely
read a very simple word or can’t add even a one-digit
number that fast.”
This statement expresses a widely held view that, in
order to address the problems in our educational
system, we must go back to basic and focus our efforts
primarily on the three “Rs”: Reading, Writing, and
Arithmetic. Additionally, basic education will allow
students to achieve ever-greater heights. Therefore, to
provide students with a solid educational foundation so
that they can achieve their full potential.
Participant #2 said that,
“As a pre-service teacher, the hard part nowadays is
that mentors will assume you are incapable of
performing the assignment correctly because you are a
product of an online class.”
The pre-service teacher’s solitude is attributed to the
absence of support and doubt from the mentors. It is
evident that the abovementioned mentors do not
provide any scaffolding to practice- teachers.
Nonetheless, it makes practice- teachers feeling
neglected, criticized, and it diverts attention away from
the primary objective of practice teaching, giving pre-
service teachers with misunderstandings about what
teaching training is.
Participant #3 stated that,
“I am not totally equipped with the characteristic of a
teacher,.. don't have enough experience in terms of
demonstration in the actual field. Video demonstration
is not enough to acquire the skills of a teacher ,.. there
are big gaps as a product of e-learning.”
Having less experience in the actual field, the pre-
service teachers felt that they lack something. They
questioned and underestimated their capabilities. This
statement is common to students that are a product of
e-learning, because it is true that virtual learning
cannot replace in-person learning. That’s why the
government and different educational institutions are
pushing hard to implement limited face-to-face classes
because they feel the urge that learning in the actual
classroom is irreplaceable. Despite a product of e -
learning, they are able to adapt new skills as they teach
in the actual field. Adaptability is the key to every pre-
service teacher in this time of pandemic.
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Participant #4 stated that,
“I don’t really have a lot of challenge ,… all I need is
a loud voice so that students can hear my discussion
well despite wearing mask. To add on, having to play
interactive games to students that I can’t do with my
students because of the rules.”
The statement denotes that there aren’t many
difficulties in practice teaching. The COVID-19
pandemic has simply altered people’s communication
and teaching styles. Student teachers continue to use
other teaching methods that they must follow, but are
not exempt from these adjustments with the
COVID-19 requirements. Therefore, a pre-service
teacher powerful instrument is having a good voice
quality to maneuver the classroom discussions amidst
the pandemic.
Participant #5 said,
“The challenges mostly is timeframe as it plays a
major role,… 1 hour discussion in Technology and
Livelihood Education (TLE) hands-on isn’t enough,…
Extended time as they will be having extra hours in the
school as they will do their performance tasks.”
Time is a valuable commodity to everyone but due to
the pandemic, it brought to light of the significant
difficulty in learning time-management skills. It has
changed the way student teachers spend their time
between student engagement, teaching, and
administrative responsibilities. Therefore, it has
emphasized the importance of student teachers
managing their time when conducting practice
teaching. Student teachers should be able to multitask
so that they can construct various activities to meet the
needs of the students and finish their responsibilities in
a short amount of time.
Participant 6 stated,
“It will double your work ,preparing for discussion
and the same time preparing for modules for the
students who choose modular learning”
This statement encapsulates that as a preservice
teacher in the new normal, you have to embrace the
changes brought by the pandemic which are double
tasks, sudden shift of instructional materials and
projects you end up taking on. This sudden change will
help the preservice teacher to develop good time
management skills, flexibility, and focus that are
needed and should be use accordingly to teach the
class productively. Therefore, adaptability and
Emia et al.
resiliency are the key for the pre-service teachers to
surpass the said challenges.
This theme, The Uphill Climb focuses on the problems
and struggles that practice teachers face throughout
their teaching. It is significant to understand the
challenges of the student teachers to take measures to
prevent problems to arise. Furthermore, if such issues
are not resolved, they may have an impact on the pre-
service teacher’s performance during their teachers
training, as well as their overall perspective of the
teaching profession. Additionally, the school
administration should pay close attention to these
issues in order to provide enough professional support
that will assist student teachers in their personal and
professional development as they prepare for a long-
term career.
Theme 3. The Stepping Stone and The Stumbling
Block
The new normal in education enables the educators to
take a major step forward and re-invent the future
(Laguitao, 2021). Nonetheless, they still struggle to
provide teachers with the necessary information, skills,
attitudes, dispositions, practices, and worldviews in the
new normal (Gay, 2010). These two contrary things
are present in the stories of the student teachers since
they face the pressures, problems, and hardships of the
teaching profession, as well as the pleasures,
throughout the practical stages of their practice
teaching. As a result, practical stages are thought to
have a big influence on pre-service teachers'
professional growth (Kidd & Murray, 2020). It has a
significant impact on the lives of the practicumers who
shared their good experiences and sentiments about
their journey in this new normal.
Participant 1 stated that,
"As pioneers of the k-12 and new curriculum, we are
advanced,.. it is now student-centered and
OBE(outcome-based evaluation) ,.. we the teachers
are just facilitators and the learners will do the labor.
The disadvantage is not being too exposed to field ,..
we were only taught by professors virtually, so there
are things that we lack of. "
This statement shows the benefit of the K-12
curriculum, it makes students become more advance in
learning as they are equipped with the necessary skills
and competence. Being a product of a K-12 curriculum
is a stepping stone in becoming globally competitive,
which assures the relevance of their knowledge,
identify skills gap and build the right skills. This also
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indicated that e-learning is not as effective in actual
learning since the pandemic started, they don't
experience more training that can mold their teaching.
Pre-service teachers need more field experiences to
become more ready when doing practicum teaching.
Participant 2 stated that,
"The benefits of teaching in a new normal is having
more time to communicate with your co-teachers and
bridging the gap between coworkers. However, there
are certain drawbacks,.. the inability to evaluate the
learner's responses to the activity. "
Communication between co-teachers and co-workers
is pivotal to achieve success in any endeavors. This
statement emphasizes the substantial effect of
collaborative efforts between the mentors and the pre-
service teachers. It shows being able to communicate
is vital to being an effective educator. Through
communication they can follow up to their students
since it is limited only and give some tips from their
mentors. This also shows that the pandemic alters the
way teachers assess their students, due to the health
protocols and social restrictions imposed that result to
ineffectiveness in student’s assessment.
Participant 3 stated that,
“The advantages of us ,… we can easily notice and
observe the students behavior, level of comprehension
easily execute the discussion, because we only have
few students. The disadvantage is we cannot have the
realization or cannot execute the other activity, like
group activity or group works,.. follow the social
distancing protocols of the school.”
This statement supports the idea that class size matters,
smaller number of pupils makes the classroom more
manageable. This also stresses that social interaction
show unique effects on learning and development.
Interacting experience with teachers and students
appear to have a lasting influence but due to social
restrictions, social interaction became limited. This
proves that the more you interact with students, the
more effectively you can perform. In turn, your
students will make more academic progress and
lifelong learning.
This theme, the Stepping Stone and the Stumbling
Block represents the light and the dark side of the
experiences of practicumers in the new normal of
education. The stepping stones are the advantages in
which it helps them to make progress, especially in
their teaching training. However, the stumbling block
Emia et al.
are the disadvantages and the obstacles that may
hinder to the quality of their teaching training
performance. This theme symbolizes the joys and
sorrows of the pre- service teachers in this new
normal. Their journey holds many challenges, tests,
disappointments and upsets. Thus, it is imperative to
listen to these two sides of stories so that appropriate
actions and plans may be hatched to strengthen the
stepping stones and gradually overcoming the
stumbling blocks.
Theme 4. The Coping Strategies
The life of pre-service teachers amidst the pandemic
must have coping strategies in order to deal with the
changes and teach effectively. Coping strategies are
behavioral and psychological techniques used by
individuals to manage tough circumstances.
Throughout this trying situation, a student teacher
must first provide a safe and inclusive environment for
students to express their emotions and experiences,
and then integrate specific planned psychosocial
activities into the educational process that can
significantly benefit vulnerable students (Inter-Agency
Standing Committee, 2007). However, mentorship also
takes a huge role in accomplishing such strategies.
This is because pre-service teachers receive not just
pedagogical guidance but also professional
development support through mentoring (Sethusha
2020). Continuing professional development is critical
for teachers throughout their careers (Steele &
McCornacc, 2017).
Participant #1 mentioned that,
“Lots of drills, reviews, and exercises (activities) ,….
If the majority of the class were confused then you
need to reteach the lesson, reteach and reteach until
they got it right,… with lots and lots of patience.”
The experience of practice teaching during the global
epidemic provides pre-student teachers a chance of
putting to assess their expertise in teaching in addition
to further developing and enhancing the skills.
Furthermore, teaching numerous methods of
instruction, such as repetition, demonstrates that the
educational process must continue regardless of the
circumstances, and student teachers must be prepared
and patient enough to adjust to the situation.
Participant #3 stated that,
"As an internship or as a practice teacher you're not
alone in handling the problems or the challenges in
the classroom. You have a mentor to guide and help
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you to find great strategies and solutions in order to
have a better class discussion."
Mentors are in charge of providing methodological
and professional guidance to pre-service teachers.
Mentorship should not be limited to academic
requirements, but should also include aspects other
than teaching and learning as pre-service teachers gain
professional experience. A well-designed mentorship
program focusing on giving assistance and preparing
practicumers with competence to flourish in the
training field can be completed to improve pre-service
experience.
Participant #4 said that,
"Aside from having a loud voice during discussion. To
deal with my urge to have interactive games to the
pupils, I have to think of another way to gain the
attention and their enjoyment but still follow health
protocol."
This statement focuses on how to cope with the
difficulty in getting the attention of the students. This
signify that practicumers have mild struggle to balance
the settings for the COVID-19’s protocol, especially in
classroom discussion. In this matter, finding methods
and means to connect students out there despite
challenges and look through hardness to do so
effectively is the precise option to build.
Participant #10 said,
"If it is their breaktime,.. I want to build connections
with them, understanding their situations and
struggles because I want to keep my students
engaged,.. I see that they lack social interaction
because of COVID, wherein they didn’t meet their
classmates for so long."
A positive teacher-student relationship would
encourage students constantly. This coping strategy
can minimize disruptive conduct that interferes with
instruction and can lessen student anxiety which can
result in a desire to escape an environment as well as
increased absenteeism and academic failure. It is also
beneficial that social interaction has been prioritized,
as they haven't had face-to-face classes in a long time.
Thus, a positive teacher-student relationship promotes
discipline, motivation, and effectiveness in learning.
This theme, The Coping Strategies, reminds us that in
this challenging situation, both the teacher and
students undergo an adjustment phase. It is also being
emphasized that mentorship must be done effectively
Emia et al.
in order for the pre-service teachers to be guided about
the usage of appropriate methods, solutions, and
strategies. Therefore, it is significant to understand the
complexities of the students’ minds, as well as the
areas in which they are having difficulty learning, in
order to determine which coping strategies should be
used.
Conclusion and Recommendation
The pre-service teachers’ stories, encounters, and
uphill climb in the new normal are differing and
endless. Pre-service teachers continue to work hard in
the actual field of teaching despite the COVID-19
pandemic that introduced an ocean of turbulence in the
education sector. This unprecedented occurrence
undermined the pre-service teacher’s completion,
preparation, and qualification which can be perceive in
THE ENCOUNTERS, THE UPHILL CLIMB, THE
STEPPING STONE AND THE STUMBLING
BLOCK. However, THE COPING STRATEGIES
serve as their light at the end of the tunnel, this
symbolizes their confidence that they can excellently
deliver what is expected as pre-service teachers despite
the new normal. These stories could be infused into
revising or adjusting the next batch of pre-service
teachers’ teaching practicum to upskill them with
intended results, consequently future-proofing the
succeeding batch of pre-service teachers in this new
normal. It is recommended to have a seminar for pre-
service teachers and management plans for practice
teaching to address the areas needed to be addressed
inside the learning environment. The school
administrators should provide adequate professional
support and design appropriate plans and interventions
to improve the teacher education program helping pre-
service teachers maximize their potential as promising
teachers in the coming years.
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Affiliations and Corresponding Information

Arnie Joy Emia
Cebu Technological University
Moalboal Campus, Philippines

Reneath Lamosao
Cebu Technological University
Moalboal Campus, Philippines

Renelyn Lamosao
Cebu Technological University
Moalboal Campus, Philippines

Anna Marie Silagpo

Cebu Technological University
Moalboal Campus, Philippines

Jennizelle Cantila
Cebu Technological University
Moalboal Campus, Philippines

Charina Albite
Cebu Technological University
Moalboal Campus, Philippines

Anna Mae Tagalog

Cebu Technological University
Moalboal Campus, Philippines

Ailyn Daquiado
Cebu Technological University
Moalboal Campus, Philippines

Jingoy Taneo
Cebu Technological University
Moalboal Campus, Philippines

Cyril Cabello, PhD(c)

Cebu Technological University
Moalboal Campus, Philippines

Dr. Antonieta Minyamin

Cebu Technological University
Moalboal Campus, Philippines

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Table 1. The Analysis

Horizons Textural Language Themes
P1. It was fun yet very Changes in the new The Encounters
challenging as we all normal
know that because of
pandemic , the modality
of teaching changed,…
In limited face-to-face
classes, it is easy to
determine who and how
many learners were fast
learners or slow
learners ,... we are
more exposed in
creating Instructional
materials ,… we have
lesser ST forms than
the previous one.

P2. Being a student

teacher isn't the same Hectic Schedule
as teaching in a typical
classroom. Events,
activities, and class
performances are not
carried out physically,
but via videos or other
online means ,.. require
extra time for students
who only attend
modular classes as pre-
service teachers.

P4.I guess the

difference from my Social Restrictions
experience this practice
teaching in the midst of
pandemic is that the
interaction I have with
the students and as well
as the time duration on
each lesson,...we can't
have the same
experience or activities
,… we have to plan for
varied teaching style to
the students to keep
them active,.. without
having the need to
interact with each
other.

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P9.This new normal

practicum experience is Abrupt Change in the
quite different from Curriculum
before. It is because
firstly the curriculum is
changed, the guide for
lesson instruction will
now be based on
MELCs. For the
preparation, I need to
plan it appropriately as
the time given for the
instruction is only
limited
P1. The learners ,… The Uphill Climb
need to go back to the
basic,… we are focused
on the numeracy and Back to Basic
literacy skills of the
learners. I wasn't
expecting that even if
they were in higher
grades, there were still
learners who barely
read a very simple word
or can't add even a
one-digit number that
fast.

P2. As a pre-service
teacher, the hard part Criticism
nowadays is that
mentors will assume
you are incapable of
performing the
assignment correctly
because you are a
product of an online
class.

P3. I am not totally

equipped with the Unpreparedness
characteristic of a
teacher,.. don't have
enough experience in
terms of demonstration
in the actual field .
Video demonstration is
not enough to acquire
the skills of a teacher ,..
there are big gaps as a
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product of e-learning .

P4.I don't really have a

lot of challenge ,… all I Voice Quality
need is a loud voice so
that students can hear
my discussion well
despite wearing mask.
To add on, having to
play interactive games
to students that I can't
do with my students
because of the rules.

P5. The challenges

mostly is timeframe as
it plays a major role,… Time management
1 hour discussion in
Technology and
Livelihood Education
(TLE) hands-on isn't
enough,... Extended
time as they will be
having extra hours in
the school as they will
do their performance
tasks.

P6. It will double your

work ,preparing for Double Workloads
discussion and the
same time preparing
for modules for the
students who choose
modular learning.

P1. As pioneers of the The Stepping Stone

k-12 and new and The Stumbling
curriculum, we are Block
advanced,.. it is now
student-centered and More advance;
OBE(outcome-based less exposure
evaluation) ,.. we the
teachers are just
facilitators and the
learners will do the
labor. The
disadvantage is not
being too exposed to
field ,.. we were only
taught by professors
virtually, so there are
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things that we lack of.

Communication;
P2. The benefits of Assessment tool
teaching in a new
normal is having more
time to communicate
with your co-teachers
and bridging the gap
between coworkers.
However, there are
certain drawbacks,.. the
inability to evaluate the
learner's responses to
the activity.

P3. The advantages of

us ,… we can easily Observant;
notice and observe the Lesser social
students behavior, level interaction
of comprehension
easily execute the
discussion, because we
only have few students.
The disadvantage is we
cannot have the
realization or cannot
execute the other
activity, like group
activity or group
works,.. follow the
social distancing
protocols of the school.

P1. Lots of drills, Reinforcement The Coping

reviews and exercises Strategies
(activities).,... If
majority of the class
were confused then you
need to reteach the
lesson, reteach and
reteach until they got it
right,… with lots and
lots of patience.

P3. As an internship or
as practice teacher
you're not alone in Collaborative Effort
handling the problems
or the challenges in the
classroom. You have a
mentor to guide and
help you to find great
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strategies and solutions

in order to have better
class discussion.

P4. Aside from having

loud voice during
discussion. To deal Interactive Games
with my urge to have
interactive games to the
pupils, I have to think
of another ways to gain
the attention and their
enjoyment but still
follow health protocol.

P10. If it is their
breaktime,.. I want to
build connections with
them, understanding
their situations and Building Connections
struggles because I
want to keep my
students engaged,.. I
see that they lack social
interaction because of
COVID , wherein they
didn’t meet their
classmates for so long.

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