ZOOMING THE EXPERIENCES OF ELEMENTARY

PRE-SERVICE TEACHERS ON RECEIVING

FEEDBACK FROM THEIR ONLINE TEACHING
PRACTICUM: A QUALITATIVE INQUIRY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 940-968
Document ID: 2023PEMJ613
DOI: 10.5281/zenodo.7776213
Manuscript Accepted: 2023-25-3
Psych Educ, 2023, 7: 940-968, Document ID:2023 PEMJ613, doi: 10.5281/zenodo.7776213, ISSN 2822-4353
Research Article

Zooming the Experiences of Elementary Pre-Service Teachers on Receiving Feedback

from Their Online Teaching Practicum: A Qualitative Inquiry
Rey John B. Rebucas*
For affiliations and correspondence, see the last page.
Abstract
This qualitative-existential phenomenological inquiry focuses on exploring and describing the experiences,
coping mechanisms, and insights of elementary pre-service teachers in receiving feedback from cooperating
teachers on their online teaching practicum. The participants were fourteen (14) elementary pre-service teachers
from three (3) public schools in Davao de Oro who were selected through purposive sampling. The data were
collected through in-depth virtual interviews and focus group discussions. From the participants' experiences, six
(6) relevant themes emerged: (1) avenue for learning; (2) fulfillment in teaching; (3) internet connection; (4) in
aligning lesson plan activities; (5) struggles in maintaining students' engagement; and (6) motivation for
improvement. Moreover, eight (8) relevant themes emerged for the participants' coping mechanisms: (1)
optimism; (2) family as motivation; (3) acceptance; (4) patience and humility; (5) passion in teaching; (6)
feedback as motivation; (7) self-directed learning; and (8) diverse strategies for students' needs. Furthermore, six
(6) relevant themes emerged for the participants' insights: (1) apply the feedback; (2) make feedback as
inspiration; (3) accept one's weaknesses; (4) be open-minded; (5) trust yourself; and (6) be optimistic. The
results of this study deemed significant to elementary pre- service teachers that receiving feedback is vital in
honing their pedagogical and technological skills in their online teaching practicum. Thus, it paves cognizance
and opportunity to develop an efficient and effective intervention to improve teaching practices in experiential
courses, especially the e-practicum, in attaining quality education and producing globally competitive 21st-
century elementary educators.

Keywords: online teaching practicum, receiving feedback, elementary pre-service teachers,

cooperating teachers

Introduction teachers to provide feedback on the course materials

The coronavirus disease (COVID-19) pandemic had a
negative impact on the closure of educational
institutions across the country. Pre-service teachers
(PSTs) are among those who have been affected by
the pandemic, which has afflicted nearly 90 percent of
the world's student population (UNESCO, 2020). This
change strongly impacted the pre-service teacher’s
education in their practicum, which made it
challenging to adapt to an online environment to cope
with the pandemic. Online teaching practicum as a
new dimension act as a platform where pre-service
teachers online teaching and learning skills are
strengthened (Osman, 2020). However, despite the
conducted pre-deployment orientation programs for
the PSTs, Cooperating Teachers (CTs), and other
stakeholders’ roles and responsibilities in the online
practice teaching program, there are still unfulfilled
functions arising one of those is PSTs limited and
inconsistent receiving of feedback from their
cooperating teachers.
According to a study conducted in Malaysia,
administrative duties assigned to pre-service teachers
during their online teaching practicum resulted in a
lack of support and communication with cooperating
teachers. They had to keep in touch with their helpful
they had created (Kadir & Aziz, 2021). These concerns
are also evident in a study conducted in Hong Kong
that reveals many cooperating teachers did not provide
adequate constructive feedback to pre-service teachers
on the teaching materials they prepared and the e-
resources they found on the web during online
teaching practicum. The PSTs' pedagogical content
knowledge and skill development will be bolstered by
the mentor’s feedback (Tsui et al., 2020). Similarly, a
study in Saudi Arabia found that pre-service teachers'
online teaching practicum at private colleges was
struggling with little assistance and did not get
continuous and comprehensive feedback from their
cooperating teachers or program mentors. Some of the
PSTs are also left behind and not fully able to address
their concerns regarding on what not to teach, how to
teach, and even how to assess (Al Abikya, 2021).
Meanwhile, in the Philippines, a study conducted by
Afalla and Fabelico (2020) reveals that one of the state
universities in the Cagayan Valley Region adopted the
online teaching practicum as an alternative in which
pre-service teachers lack feedback from their
cooperating teachers that manifest poor teaching
efficiency. Moreover, PSTs who must complete
several hours of internship service as part of their
degree requirements might assist teachers in

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Research Article
implementing teaching, and learning programs in an
online setting are having issues with their CTs during
practicum. Some of the PSTs get disheartened and
perform inadequately due to unrated and unguided
teaching demonstrations, and as they were also
compared with other PSTs from other TEIs instead of
receiving constructive feedback (Valdez et al., 2021).
Further, based on my firsthand observation, the
elementary pre-service teachers of one of the public
schools in the province of Davao de Oro did not
receive ample constructive feedback during the
conduct of their online teaching practicum. Based on
my experience in this current situation, it is
disappointing for the elementary pre-service teachers,
especially on their practicum journey, to receive
limited, interrupted affective support and inconsistent
feedback from their respective cooperating teachers.
This shows that they find the assistance inadequate and
demotivating to cope with the challenges of online
teaching practicum when cooperating teachers cannot
carry out dialogical discussions and feedback on their
tasks.
After reading various literature and studies, the gist
explicates that similar research was conducted about
online teaching practicum or e-practicum. Anent to
this, Pinar, et al. (2020) study shows that e-practicum
fosters the pre-service teachers' engagement strategies
and technology integration into their online teaching.
Besides, Burns et al. (2020) stated that pandemic
online practicum posits the role of online pedagogy
that extends the technology to ensure exceptional
learning experiences in the K-12 classroom. Increasing
teacher capacity through online pre-service teacher
practicum experiences and targeted instruction in
online pedagogy can assist them in performing
successfully in online environments. It will likely be
necessary to prepare professionals for an uncertain
future. However, I have not found any research that
examines the difficulties faced by elementary pre-
service teachers in receiving feedback from
cooperating teachers throughout their e-practicum
experience, particularly in Davao de Oro public
schools. Also motivating me to conduct the inquiry is
the issue's recent occurrence and the lack of literature
in both the national and local contexts.
There is a sense of urgency to conducting this study
because the researcher has not found any existing
study that provides knowledge on how feedback
happens virtually in the conduct of practicum. Since
the online teaching practicum is a widespread
alternative by higher education institutions (HEIs) to
the pre-service teachers’ teaching internship in this
Rey John B. Rebucas
time of the pandemic, it is vital to immediately address
issues related to its implementation, including
problems with receiving feedback. Hence, I believe
that the appropriate and immediate feedback must be
determined for it is fundamental for the elementary
pre-service teachers' field studies and teaching
internship. In the practical sense, the results are helpful
in improving the present practice teaching program
and emphasizing the feedback to the PSTs’ active role
in the experiential learning courses. This study gives
information to the TEIs as laboratory schools about
students' challenges in receiving ample feedback from
CTs, which HEIs can utilize to improve the
implementation of the online teaching practicum. The
experiences of the elementary pre-service teachers in
this study may provide ideas for coping with the
challenges of receiving feedback from their online
teaching practicum. And their insights may help
upgrade the online teaching practicum to be shared
with others and the Philippine educational system to
keep it abreast of the ever-changing society.
Research Questions
The primary goal of this study is to explore and
describe the experiences, coping mechanisms, and
insights of elementary pre-service teachers in receiving
feedback from cooperating teachers on their online
teaching practicum. Specifically, this study sought to
answer the following questions:
1. What are the experiences of elementary pre-service
teachers in receiving feedback from cooperating
teachers on their online teaching practicum?
2. How do elementary pre-service teachers cope with
the challenges of receiving feedback from cooperating
teachers on their online teaching practicum?
3. What are the insights of the elementary pre-service
teachers in receiving feedback from cooperating
teachers on their online teaching practicum to share
with others?
Literature Review
This section presents a review of studies and related
literature pertinent to the study, based on the
researcher's thorough readings that are relevant to the
study. It is organized into subheadings as follows:
Receiving Feedback as Mentoring Practice for
Elementary Pre-service Teachers, Elementary Pre-
service Teachers’ Experiences on Online Teaching
Practicum, Ways of Coping the Challenges on Online
Teaching Practicum, and the Insights of the
Elementary Pre-service Teachers on Online Teaching
Practicum.
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Research Article
Receiving Feedback as Mentoring Practice for
Elementary Pre-Service Teachers
The central resource in guiding the elementary pre-
service teachers (PSTs) (Rivera, 2016) is the
cooperating teachers (CTs) who are viable reliant on
the field experience (D'Emidio-Caston, 2019). Pre-
service Teachers perceived cooperating teachers as
providers of feedback, coaches, supporters, evaluators,
observers, models, and their course instructors, which
determine the dynamics of a mentoring relationship
between the PSTs and CTs to realize the practice
teaching program goals (Caceres, 2015).
Zhao and Zhang (2017) emphasized a good
relationship and trust of PSTs with their CTs are
needed to establish a more purposeful and productive
mentoring. Superales (2020) cited one of the five (5)
factors of the Mentoring Model Theory of Hudson,
which highlights feedback in the practice teaching
program. Hence, Dowding et al. (2018) asserted that
feedback changes task motivation and focus on
learning tasks. Besides, Frey (2018) affirmed that
receiving feedback begins the effective and efficient
learning process and stimulates inspiration for pre-
service teachers. Kindall et al. (2017) asserted that
PSTs’ receiving constructive feedback from CTs is
one of the most significant elements of the mentoring
practice. This provision is expected and essentially
articulates expectations and provides either oral or
written feedback, whether positive or negative,
towards elementary pre-service teachers (Friedrich,
2014).
Also, the PSTs look forward to receiving feedback
regarding classroom content and delivery to improve
their teaching skills from their CTs (Ellis &
Loughland, 2017). CTs need to review the lesson
plans, observe, and provide further feedback on the
teaching performance of the PSTs (Koç, 2016).
Besides, McGraw and Davis (2017) claimed that PSTs
prefer to discuss their performance with their CTs
instead of getting straight scrutiny since they are more
receptive to constructive criticism when approached
seemly and professionally. CTs face pressures and
demands from the school heads, students, and policy
expectations; despite the myriad guidelines for
effective mentoring, they strain to find time to fulfill
their role as mentors to the PSTs (Flores & Gago,
2020).
Similarly, feedback improves the needs satisfaction
and intrinsic motivation of pre-service teachers'
Rey John B. Rebucas
learning outcomes (Gnepp et al., 2020). Elshareif and
Mohamed (2021) revealed that feedback has a large
impact and a clear motivational effect on pre-service
teachers, which enhances the efficiency and
effectiveness of virtual classrooms during the learning
process. Also, Roddy et al. (2017) show that feedback
provided in online learning environments is useful for
promoting pre-service teachers' knowledge,
comprehension, and skills, and it fosters a healthy and
harmonious relationship between students and
teachers, meets learning objectives, and increases
student engagement (ActiTIME, 2021).
In addition, Albert Bandura's interrelated theories of
online learning self-efficacy and social cognition
focused on identifying effective feedback strategies
from the perspectives and experiences of online pre-
service teachers (Rezk, 2021). It positively influences
students' motivation, readiness, satisfaction, online
interactions, and performance (Zimmerman &
Kulikowich, 2016). Nevertheless, Rivera (2016)
stressed that the CTs' support could positively or
negatively affect the PSTs' knowledge, skills, and
dispositions. But regardless of CTs' varied experiences
with mentoring, teaching practices and values, and
behaviors still signify dominant influence over PSTs'
learning of instructional strategies and teaching styles
(Faikhamta & Clarke, 2018).
On the other hand, the study conducted by Tsui et al.
(2020) showed that cooperating teachers’ feedback
was highly positive and impressed the PSTs’
resourcefulness and adaptability on online pedagogies
and teaching-learning approaches that enhanced their
professional learning in the online teaching practicum.
According to Afalla and Fabelico (2020), the pre-
service teachers also showed a high degree of
pedagogical knowledge and competence in giving due
consideration to the importance of feedback, which
made them exceptionally outstanding teaching
performance during their online teaching practicum.
Seemingly, CT’s supervision on online teaching using
real-time webcams and providing detailed feedback to
the pre-service teachers on virtual classroom teaching
demonstration motivate PSTs to a meaningful online
teaching experience (Lilienthal et al., 2017). In
Pakistan, pre-service teachers are given feedback and
evaluated using a checklist to assess their teaching
skills, such as student teachers’ traits, classroom
teaching, classroom management, classroom
engagement, and quality of teaching in the online
classroom monitoring visits. Then, the cooperating
teacher will give recurrent feedback on online
classroom teaching after the conducted monitoring
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visit (Nauman & Munawar, 2020). Similarly, Kneppe
(2018) stated the importance of how mentoring-based
feedback fosters the elementary pre-service teachers’
domain of teaching skills and profession al
development using a proper and reliable assessment
tool.
Furthermore, a survey conducted by Fedynich et al.
(2015) revealed that online learners, including pre-
service teachers, with low-level interaction with the
students, made them disconnected and dissatisfied
with the lack of clear and detailed feedback they
received from cooperating teachers. Spanorriga et al.
(2018) suggested e-mentoring to help the PSTs share
their feelings and experiences and interact with CTs,
giving feedback to develop strong ties, shared
understanding, and enhance professional skills in a
collaborative and participatory way.
Elementary Pre-service Teachers’ Experiences
in Online Teaching Practicum
Theoretical courses and actual teaching practicum
experiences in authentic school environments have
been repositioned to online platforms due to strict
health protocols that have been implemented (Burns et
al., 2020). Online teaching practicums worked just as
well for pre-service teachers (PSTs) as they would
have done in real classrooms, but they didn't have to
go to school to do real-life assignments (Ogretim et al.,
2021).
An online education platform was established for the
pre-service teacher’s demonstrations, and the
supervisors have provided e-mentoring and detailed
feedback to become effective teachers. Intrinsic
motivation, competence, self-actualization, and
optimal functioning comprise the pre-service teachers'
fulfillment (Korthagen & Evelein, 2016) and self-
improvement of the PSTs’ personal potential in the
online teaching practicum (Shneyder et al., 2021).
Teaching practicum, according to Hascher and
Hagenauer (2016), is critical and beneficial in building
pre-service teachers' teaching abilities and self-
efficacy in any teacher education program. Likewise,
during online practice teaching, PSTs are required to
build theoretical and reflective capacities as well as
practical skills and knowledge in order to bridge the
gap between theory and practice (Zhu et al., 2020).
However, there are rising concerns about the quality of
remote teaching and the teachers’ ability to adjust and
effectively deliver their lessons during this novel
pandemic. Virtual instruction affected the PSTs
unevenly and made education occur in a wholly
Rey John B. Rebucas
unprepared and sudden environment. The current
teaching environment is fraught with many significant
challenges for all teachers in general and pre-service
particularly (König, Jäger-Biela & Glutsch, 2020). The
study conducted by Barnesa et al. (2020) revealed that
pre-service teachers struggled with little assistance and
training in private colleges. PSTs did not get
continuous and comprehensive feedback from their
program mentors, or cooperating teachers did not fully
address concerns regarding teaching, what not to
teach, and even how to assess. Most pre-service
teachers feel that their education inadequately
provided them with the skills and attributes needed in
online teaching practicum (Boakye & Ampiah, 2017).
Besides, pre-service teachers pointed out the nature
and requirements of online and remote learning that
schools should consider that not all students have
stable internet connections and secure mobile devices
(Dhawan, 2020). PSTs projected a low level of
readiness for online teaching practicum as they faced
depending on the context that it was conducted
(Evagorou & Nisiforou, 2020). This is in connection to
the study conducted by Li and Lalani (2020), who
found intermittent and fluctuating internet
connectivity, difficulties in lesson delivery and
assessment, and a lack of students' enthusiasm in
online lessons contributed to students’ low attendance,
which had an impact on their virtual activities and
decreased interaction in online classes (Clarin &
Baluyos, 2022). Meanwhile, pre-service teachers
experienced difficulties in formulating clear and
specific learning objectives that are supported by
interactive activities and well-structured lesson plans
(Hwa et al., 2020), selecting instructional resources,
and providing students with interesting and
differentiated learning activities (Ferrer, 2022).
Based on the study’s results, conducted by Sepulveda-
Escobar et al. (2020), it was found that a lack of live
interaction and communication between students and
pre-service teachers during online teaching practicum
may have an impact on the PSTs' personal and social
growth. Kim (2020) discovered that elementary pre-
service teachers could not perform enough hands-on
activities online, which is considered critical for young
children in the area of student development. Indeed,
pre-service teachers find it difficult to recognize and
alter content to fit students' specific requirements in
integrating technology and digital resources into online
instruction because of a lack of engagement
(Özkanal et al., 2020). Also, in keeping students'
attention when facilitating online learning
environm en ts (Gillett-Swann , 2017), the
disconnection, physical distance separation, and lack
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of support lead the pre-service teachers to have
suspicions and uncertainties about students' attention
during asynchronous classes (Humber, 2018).
Another European study by Sepulveda-Escobar et al.
(2020) found that pre-service teachers complained
about a lack of support and contact from their
cooperating teachers and that they were assigned
administrative tasks instead of teaching during their
virtual classroom teaching internship. Pre-service
teachers needed to return to their CTs to provide
feedback on instructional materials they had produced.
Besides, pre-service teachers received minimal,
intermittent support and inconsistent feedback
throughout the current scenario (Sethusa, 2020).
Teaching and learning processes are essential
realizations in online pedagogy in the case of the
COVID-19 pandemic, linking meaningfully to the
ideas of technological and pedagogical content
knowledge (TPACK) and technical integration (Fotová
et al., 2021). Meanwhile, Kid and Murray (2020)
asserted that pre-service teachers and educators must
navigate a transition from initial "pedagogic
discomfort" to "pedagogic agility" within the online
environment in order to address the teacher education
programs' looming online teaching practicum vacuum.
Samonte and De Guzman (2018) revealed that pre-
service teachers take the most pride in mastering and
acquiring new skills, competencies, and expertise in
learning design through a virtual internship (Wu et al.,
2021). As a result, PSTs devised activities in which
PSTs micro-teach their peers and prepare instructional
videos and lesson presentations (Donitsa-Schmidt &
Ramot, 2020; Kalloo et al., 2020; Moroe et al., 2020).
Certainly, Heath and Segal (2021) indicated that pre-
service teachers integrated technology into an online
set-up, and Tseng et al. (2020) found that pre-service
teachers used technology to engage learners in the
learning process during an online practicum. Thus,
throughout their online teaching practicum, pre-service
teachers enhance their pedagogical and technological
abilities, successful interaction and support from
collaborating teachers, and ways of knowing their
students' socio-cultural background as their
development is supported (Sepulveda-Escobar &
Morrison, 2020).
Ways of Coping the Challenges of Elementary
PSTs on Online Teaching Practicum
Tertiary institutions imposed teacher education
institutions (TEIs) to adopt a virtual teaching and
learning process as a new dimension of teaching
Rey John B. Rebucas
practicum in order to ensure pre-service teachers'
readiness for their actual teaching journey (Sasaki et
al., 2020; Sepulveda-Escobar et al., 2020). Hence,
Osman (2020) defined an online teaching practicum as
a new dimension to the teaching practicum that serves
as a platform for pre-service teachers to strengthen
their offline and online teaching and learning skills, as
well as their technological skills and instructional
design.
According to Tsui et al. (2020), pre-service teachers
enriched their experiences in the online teaching
practicum in three ways: first, they effectively
presented knowledge and concepts by designing
teaching materials and addressing students'
misconceptions; second, cooperating teachers'
feedback scaffolded the PSTs in creating detailed
lesson plans and worksheets for online teaching; and
third, PSTs optimized online teaching modes of
delivery for learning, such as learner-centered online
teaching. Moreover, there must also be new teaching
styles and approaches used in the online teaching
practicum in order to make learning interesting and
effective (Mayadas, 2019; Adnan & Anwar, 2020).
Tsui et al. (2020) found that pre-service teachers
offered online tutorials in a variety of subject areas and
helped primary school pupils by offering a video series
for self-regulated science experiment homework sheets
and creativity trainings virtually to improve PSTs'
pedagogical skills and address the diverse needs of the
students (Coman et al., 2020). Also, they provided
written comments on the chat box in probing the
students’ ideas and questions. The recorded discussion
is uploaded in the chat box to revisit confusions for a
mediated interaction and flexible engagement (Adnan
& Anwar, 2020). The pre-service teachers are engaged
in various teaching strategies in a virtual teaching-
learning modality to satisfy their student’s needs
(Pope, 2020) in computer literacy, basic knowledge,
skills, and training using different educational
technologies and practice using technological devices
effectively in their virtual instruction (Al Zahrani,
2015; Liu, 2012)
Similarly, different online platforms such as Google
Meet, Zoom Teleconference, Skype, and Microsoft
Teams are used for synchronous teaching-learning
processes and online teaching practice (Sepulveda-
Escobar et al., 2020). In addition, Moodle was adopted
to replace face-to-face instruction, including an online
teaching practicum (Osman, 2020). Also, because
WhatsApp is a low-cost platform that needs the use of
shared technology, Nel and Marais (2020) introduced a
teaching practicum via WhatsApp to boost students'
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accessibility to the online lessons and content given.
Pre-service teachers looked at and thought about each
other's online lessons as part of the course design.
In addition, Ersin et al. (2020) developed the e-
practicum as a teaching intervention to ensure that
PSTs receive quality teaching internships while also
being well-versed in online education. Also, they are
passionate about teaching to create efficient online
learning environments in order to maximize the
potential of their students (Serin, 2017) and constantly
learning and remaining passionate and motivated by
the demanding conditions of online learning (Balaza et
al., 2021). The pre-service teachers did microteaching
and demonstrations using Zoom Teleconference as a
virtual classroom platform, with some PSTs also
acting as students. The cooperating teachers act as e-
mentors in guiding and giving feedback to the PSTs as
they gain positive and reflective online teaching
experience (Nel & Marais, 2020), which helps them
become better teachers. E-mentoring opens up new
avenues for cooperating teachers to provide assistance
and guidance from afar, removing space and time
constraints (Redmond, 2015; Spanorriga et al., 2018).
Hence, this enables elementary pre-service teachers to
develop self-regulation skills (LaTour & Noel, 2021)
in their virtual students for better learning outcomes
and higher academic achievement in an online
educational context (Sun et al., 2021).
F u r t h e r m o r e , the PSTs r e c e iv ed am p le
communication, immediate feedback, and technical
and emotional support as the PSTS adjusted and
improved themselves to their lessons accordingly
(Kim, 2020). During the pandemic, cooperating
teachers took on additional responsibilities as
counselors and health managers to support pre-service
teachers during their online teaching practicum,
according to Robinson and Rusznyak (2020). Online
teaching practicum, according to Sepulveda-Escobar et
al. (2020), enables pre-service teachers to consider
socio-cultural situations and their impact on students'
learning. When preparing and presenting lessons, PSTs
become more forceful and focus on the student's
history to ensure that pupils have a positive learning
experience and are not left out (Ersin et al., 2020).
The findings of the study conducted by Istiqomah and
Prastuti (2020) found that optimism has a substantial
effect on pre-service elementary teachers' self-efficacy
and self-esteem, particularly when accepting feedback
constructively. This enables them to retain outstanding
teaching performances and positively reinforce
modifications (Biber et al., 2020). Interestingly,
Gustiani (2020) revealed that generating motivation
Rey John B. Rebucas
from family in goal attainment overcomes personal
obstacles and challenges as channeled to parental
motivation by pre-service teachers during the
pandemic (Pieters & Agustina, 2021). Besides, the pre-
service teachers' attitudes toward online learning are
strengthened by intellectual humility and behavioral
patience (Godfrey & Erduran, 2021), and are seen as
persistent despite setbacks experienced during the e-
practicum (Gabatbat & Santander, 2021).
Apparently, Uribe and Vaughan (2020) stressed the
pivotal role of giving feedback to the pre-service
teachers is to encourage students' learning and ground
the PSTs' digital technologies learning in distinct
views. As Jensen et al. (2021) added, cooperating
teachers' positive and negative feedback influences
pre-service teachers' engagement with classroom
management, the teaching-learning process, and the
assigned academic tasks as their adaptable attitude
toward online feedback is indicative of their learning
excitement and motivation (Yang et al., 2021). Moyo
(2020) expounded the divergent views on the
significance of appreciating favorable outcomes in an
online teaching practicum in an online environment to
sustain the achievable standards of pre-service teacher
education. Similarly, pre-service teachers are also
guided in online pedagogy, and professional
development (Sethusha 2020) is outlined as one of the
effective techniques for high-quality online teaching
and learning by integrating theoretical and practical
components (Darling-Hammond, 2017).
Insights of Elementary PSTs on Online Teaching
Practicum
The study conducted by Sepulveda-Escobar and
Morrison (2020) concludes that the new dimension of
online teaching practicum brings about a new and
impactful teaching practice experience for pre-service
teachers. The cooperating teachers prepare, train, and
supervise the pre-service teachers in the online
teaching internship as part of a well-planned process
that reflects their overall distance education experience
(Kim, 2020).
Moreover, Kidd and Murray (2020) recommend that
teacher education institutions restructure and rethink
the potential pedagogical and technological knowledge
in assimilating new teaching approaches to conduct
online teaching practicum. To support this claim,
Ozkanal et al. (2020) proposed that pre-service
teachers learn to multitask to design differentiated
activities that accommodate the students' needs and
abilities. Furthermore, teacher educators and
cooperating teachers should consider adapting the
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PSTs' online teaching practicum. Meanwhile, school
administrators may get insights into the online
teaching practicum challenges and issues of the PSTs,
especially the teaching and learning platforms. The
teacher education institutions (TEIs) should pay
attention to how the changes and shift of modality
have affected the PSTs in the adaptation of online
teaching practicum (Sepulveda-Escobar & Morrison,
2020).
In addition, Kadir and Aziz (2021) highlighted the
definitive list of practice-based requirements and
rubrics for a successful assessment procedure and
should primarily consider cooperating teachers' roles.
Also, reflective learning by lesson observation can
catalyze online teaching practicum. In attaining
excellent teaching and learning, it should have a
focused platform for online teaching practicum for live
interactions between PSTs and students. Hence, La
Velle et al. (2021) suggested the Knowledge
Enhancement Framework in enhancing the teacher
education program and its pedagogy where the pre-
service teachers and cooperating teachers are taught
pedagogical content knowledge and online classroom
utilization. Besides, cooperating teachers must
undergo training to improve their technological tools
and pedagogical practice expertise and implementation
and possible changes. CTs must support PSTs by
conducting regular class observations and post-
conferences on the use of various teaching strategies
and techniques, effective classroom management,
assessment of/for learning, and completion of school
academic-related works, according to Cobilla (2014),
as cited by Superales (2020).
The study conducted by Charbonneau-Gowdy and
Cechova (2020) showed that PSTs' collaboration in the
lesson planning, lesson delivery, and dialogue with
their CTs and co-PSTs in the online teaching
practicum was viewed as significant and favorable to
their professional and personal identity development.
Similarly, Greathouse et al. (2019) emphasized the
PSTs' preparedness in terms of mastery of learning in
theories and subject courses, teaching approaches,
methods, strategies, techniques, and demonstrating
technological-pedagogical skills as clearly outlined in
the National CMO #30, s. 2004, Handbook of
Experiential Learning Courses and Competency-Based
Teacher Standards (NCBTS), which is now the
Philippine Professional Standards for Teachers
(PPST).
Alternatively, the role of cooperating teachers is
equally essential to the PST's professional growth and
development despite the experienced difficulties in the
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alignment of assessments, implementing classroom
discipline, and using educational technology for
learning (Yahya et al., 2017). Also, giving feedback
and praise as an inspiration to accomplish the intended
results in students' learning (Al-Ghamdi, 2017) and
encourage the pre-service teachers to improve their
teaching abilities (Harper, 2020). Then, teaching
practicum significantly influences the technology-
supported self-efficacy of the pre-service teachers
(Unal et al., 2017). Consequently, in an online
teaching practicum, König et al. (2020) emphasized
the importance of self-efficacy as one of the PSTs'
competencies to succeed in the emerging pandemic
situation, which greatly influences efforts and action to
sustain these challenges.
Furthermore, the study results conducted by
Hardavella et al. (2017) revealed that pre-service
teachers' weaknesses are reflected in feedback
acceptance because it allows student teachers to assess
their performance, both their strengths and weaknesses
(Eurich, 2018). Al-Abrrow et al. (2021) highlighted
how personal characteristics in feedback acceptance
are substantially influenced by open-mindedness as
specific attitudes in reflecting on feedback (Bosser &
Lindhal, 2020).
Additionally, Sulisworo et al. (2021) claimed that pre-
service instructors exhibit high optimism, implying
positive involvement in digital learning media while
solving various learning challenges in the online
teaching-learning modality. Being positive also
conveys a favorable relationship to educational
optimism for the success of students and schools (Lu,
2021). This aligns with the study of Demerath et al.
(2022) that building trust is dependent on pre-service
teachers' envisioning the student's perspicacity such as
confidence, empathy, motivation, respect, and
dedication, which is ultimately viewed as a means of
establishing trustworthy connections. Certainly, it
promotes the development of trust and socio-emotional
learning in the elementary classroom (Andrade, 2019).
Methodology
This study utilized a qualitative research employing an
existential-phenomenological research design.
According to McMillan and Schumacher (2006), as
cited by Javier (2021), qualitative research is an
inquiry that explores data on a social or human issue in
candid communication and provides detailed
perspectives of a few people in their setting (Powoh,
2016). Moreover, qualitative research explores and
examines individuals' and groups' social actions,
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perceptions, observations, and experiences (Parkinson
& Drislane, 2011) and interprets contexts for a better
understanding of social life (Mohajan, 2018).
In this study, qualitative research accentuates in-depth
information on elementary pre-service teachers’
experiences, coping mechanisms, and insights of
receiving feedback from their cooperating teaching on
online teaching practicum. It also delves into the
practicum journey of elementary pre-service teachers
in the verged of online modality towards pedagogical
and technological skills necessary in 21st-century
teaching-learning.
Moreover, this study employed the phenomenological
approach to explore the experiences of the elementary
pre-service teachers in giving feedback to the
cooperating teachers during their online teaching
practicum. Phenomenology is a qualitative research
design of inquiry that focuses on the lived experiences
as described by a particular group of individuals to the
specific nature of the phenomenon, which aims to
culminate a description in the essence of participant’s
whole experiences that involves conducting interviews
(Creswell, 2014). Acebes (2019) further added that it
is an inquiry focusing on certain subjectivity and
constantly emphasizing the need to understand how
humans perceive themselves and the world around
them. Hence, the need to collect data is appropriate
from a small group of people's opinions, thoughts, and
experiences in their setting.
In this study, a qualitative phenomenological research
design is the most suitable approach since I have
gathered data through interviews about the
experiences, coping mechanisms, and insights of the
elementary pre-service teachers receiving feedback
from their online teaching practicum. All of the data
are thought to be important to understand, analyze,
interpret, and describe the feedback that was given
during the online teaching practicum and to avoid
prejudices and preconceptions about human
phenomena.
In consonance with the qualitative phenomenological
approach, this study deals with the entire methodology
process. Purposive sampling was used to select
research participants, and relevant data were gathered
through in-depth virtual focus groups and interviews.
Thematic analysis was utilized to analyze the data
collected to formulate major themes based on the
participants' experiences. Finally, measures must be
strictly followed to ensure trustworthiness and to
incorporate ethical considerations into the study.
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Participants
This existential-phenomenological qualitative inquiry
involves currently enrolled fourteen (14) elementary
pre-service teachers in Professional Education (PEd)
11: Teaching Internship and connected to public
schools in Davao de Oro. Among the fourteen (14)
participants, seven (7) had undergone in-depth virtual
interviews (IDI), and the other seven (7) were
subjected to a virtual focus group discussion (FGD). In
consonance with the number of participants, this
research adhered to the concept of Creswell (2014)
that having 8 to 14 participants is sufficient to saturate
the information in making this qualitative inquiry.
Lichtman (2010) supported that a small number of
individuals are selected to cover in-depth knowledge
in qualitative research.
The participants of this study were chosen through the
purposive sampling technique. According to Palinkas
(2015), the purposive sampling technique is widely
utilized by qualitative researchers to identify and select
information-rich cases concerning the phenomenon of
interest. Hence, Creswell and Plano (2011) found
homogeneous sampling as a specific purposive
sampling technique to describe in-depth data to a
particular group, examine analysis and reduce
subsequent variation details.
The following criteria were used to select the students
who will participate in this study: (a) must be a regular
fourth-year Bachelor of Elementary Education (BEEd)
in General Education students; (b) must be currently
enrolled in PEd 11: Teaching Internship in the second
semester of the academic year 2021-2022; (c) must
have passing grades in Field Studies 1 & 2 as a
qualified elementary pre-service teacher in the BEEd
department in Davao de Oro, and (d) must have
complied virtual teaching demonstrations and received
feedback from their cooperating teachers during online
teaching practicum.
Data Analysis
As a researcher, I needed to expand my knowledge of
the emerging qualitative approach to inquiry and data
collection in a natural setting sensitive to the people
and places under study and inductive data analysis that
establishes patterns or themes after the transcriptions
are analyzed. Data analysis in qualitative research,
according to Creswell (2009), entails preparing and
organizing data for analysis, reducing data into themes
through coding and condensing the codes, and finally
presenting the data in the discussion.
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Data analysis shall be carried out after transcribing
data from interview and focus group discussion results.
Hence, data coding and thematic analysis will be used
to analyze the data, as proposed by Akinyode and
Khan (2018). To formulate themes in the context of
the study, I have used data coding and thematic
analysis.
In addition, data coding in the qualitative analysis
assigns codes to various text sections relevant to
multiple problems (Creswell, 2014) as categorized
based on non-numerical data collected (Mellinger &
Hanson, 2016). According to Vaismoradi et al. (2016),
the more codes that are the same or appear frequently,
the more likely they are to be considered a theme. On
the text under consideration, I grouped the texts with
the same color highlighters and pens and marked them
with annotations. Meanwhile, thematic analysis entails
examining and reporting on the pattern of themes
present in data collection (Kvale & Brinkmann, 2009).
Braun and Clarke (2014) identified six phases:
familiarization, coding, searching for pieces, reviewing
potential articles, defining and naming themes, and
reporting.
In the context of the study, reading the transcripts to
familiarize the obtained data from the interview is the
way for thematic interpretation. Secondly, I used
highlighters and colored pens to identify the recurrent
and significant codes and patterns in the gathered data.
Third, I assigned codes and labels to sectioned data
with respective categories and turned the codes into
themes. Fourth, I checked whether the data was
relevant and valuable for the study and discarded the
insignificant information to form potential themes
from the emerged themes and patterns. Fifth, I directly
named and defined each theme to figure out how these
themes would help me apprehend the data after the
final listing of themes.
Moreover, I wrote the answer to the research questions
through tabular and textual form resulting in
facilitating representations of data in an attractive,
intelligible, and organized manner on the basis of
qualitative attributes. I carefully followed these steps
to understand and realize the purpose of the study. I
also asked my data analyst for feedback and further
verification for more apparent substantial analysis
results.
Furthermore, I used data reduction to simplify and
expedite the search for results by deleting unnecessary
data and transforming it into useful study
materials. Besides, the final table for the presentation
of results will consist of the major themes in the first
Rey John B. Rebucas
column with their corresponding core ideas in the
second column. The major themes are elaborated by
textual discussion supporting verbatim statements
taken from the participants and actual responses in the
conducted interviews.
Procedure
Qualitative researchers engage in a series of activities
in the collecting data process to arrive at notable
results (Creswell, 2009). Creswell (2014) profoundly
added that the method of data collection includes the
phases of individual identification, purposively
sampling, data gathering, and recording information,
accessing and documenting, and storing data.
Hence, there are steps and procedures to organize to
obtain the participants' pertinent data for this study.
First, I secured the endorsement and approval to
conduct the study of the Research Ethics Committee
(REC) and the Dean of the Graduate School of the
institution after a thorough review of the research
protocols to ensure the ethicality of the study. Second,
I sent the interview guide to my instrument validators
to ensure that the questions asked during the
interviews are vertically aligned with the study's
purpose and specific research questions.
Third, I also sent communication letters to the
gatekeepers to ask permission to conduct the study
from the School President, Vice-President for
Academic Affairs, and Director for Research and
Development of some of the public schools in Davao
de Oro. After the approval, I sent the approved consent
to the Branch Directors and Teacher Education (TEd)
Program Head through the Practicum Coordinators of
the institutions where the participants are enrolled.
Fourth, I collected the consent of the research
participants from the participating school, who were
given an Informed Consent Form (ICF) outlining the
purpose and essential details of the study, as well as
indicating their acceptance and willingness to
participate in the study. The ICF was sent and
retrieved through Facebook messaging platforms,
complete with e-signatures. Inquiring about
participants' permission to screen record in-depth
interviews and focus group discussions using the
Google Meet application is one of the ICF's key
indicators. Fifth, I conducted a virtual orientation of
the participants to explain the purpose of the study,
assuring them to handle the shared information with
confidentiality and informing them of their right to
withdraw their participation in the study anytime they
want.
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Sixth, Google Meet is the most convenient software
application for conducting individual virtual in-depth
interviews and focus-group discussions with student-
participants. The said virtual interviews were
scheduled according to the participants' availability
and most convenient time. Before conducting each
interview, I reminded them of the necessary technical
preparations and re-orient them to Google Meet's
features. I made them comfortable before the validated
interview guide started. Additionally, I made the
interview semi-structured to allow the participants to
provide important information not necessarily
reflected in the interview questions and to understand
the details of their experiences and point of view
(Wengraf, 2001).
Table 1 shows the major themes and their
corresponding core ideas on the experiences of the
elementary pre-service teachers regarding their
experiences receiving feedback from cooperating
teachers on their online teaching practicum.
Table 1. Major Themes and Core Ideas on the
Experiences of Elementary Pre-Service Teachers on
Receiving Feedback from Cooperating Teachers on
their Online Teaching Practicum

Moreover, the participants’ responses are recorded

verbatim to avoid missing any single information and
misleading data using the screen recording feature
while note-taking some key points imparted by the
participants to provide a permanent record. Following
the recording, the intact document is stored in a laptop
folder safely, which is password-protected to ensure
data security and is ready for word-for-word
transcription. Thematic analysis was followed after the
transcription, with the assistance of the data analyst for
the appropriate data analysis.

Results

This section presents the result of the study about the

experiences of elementary pre-service teachers in
receiving feedback from their cooperating teachers on
their online teaching practicum. It also includes the
virtual interviews and the participants' experiences,
coping mechanisms, and insights. After the tedious
transcriptions, I analyzed the data with the assistance
of the expert data analyst and identified the core ideas
until the themes emerged.

Experiences of Elementary Pre-service Teachers in

Receiving Feedback from Cooperating Teachers on
their Online Teaching Practicum

After analyzing the responses of the elementary pre-

service teachers about their experiences receiving
feedback from cooperating teachers on their online
teaching practicum, the following six (6) themes
emerged are: (1) avenue for learning; (2) fulfillment in
teaching; (3) unstable internet connection; (4)
difficulty in aligning lesson plan activities; (5)
struggles in maintaining students’ engagement; and (6)
motivation for improvement.

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Table 2. Major Themes and Core Ideas on the

Coping Mechanisms of Elementary Pre-Service
Teachers in Receiving Feedback from Cooperating
Teachers ontheir Online Teaching Practicum

Coping Mechanisms of Elementary Pre-Service

Teachers in Receiving Feedback from Cooperating
Teachers on their Online Teaching Practicum

After analyzing the responses of the elementary pre-

service teachers about their coping mechanisms for
receiving feedback from their cooperating teachers on
their online teaching practicum, the following eight (8)
themes emerged: (1) optimism; (2) family as
motivation; (3) acceptance; (4) patience and humility;
(4) passion in teaching; (6) feedback as motivation; (7)
self-directed learning; and (8) diverse strategies for
students’ needs.

Table 2 shows major themes and core ideas regarding

the coping mechanisms of the elementary pre-service
teachers in receiving feedback from their cooperating
teachers on their online teaching practicum.

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Table 3. Major Themes and Core Ideas on the Insights

of Elementary Pre-service Teachers in Receiving
Feedback from Cooperating Teachers on their Online
Teaching Practicum

Insights of Elementary Pre-service Teachers in

Receiving Feedback from Cooperating Teachers on
their Online Teaching Practicum

After analyzing the responses of the elementary pre-

service teachers about their insights in receiving
feedback from cooperating teachers on their online
teaching practicum, the following six (6) themes
emerged: (1) apply the feedback; (2) make feedback as
inspiration; (3) accept one’s weaknesses; (4) be open-
minded; (5) trust yourself; and (6) be optimistic.

Table 3 shows the major themes and core ideas on the

insights of the elementary pre-service teachers in
receiving feedback from cooperating teachers on their
online teaching practicum.

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Discussion
This section covers the conclusions and discussions
that resu l ted from the stu dy 's use of the
phenomenological method of inquiry. This part
consists of a discussion of the emergent themes
supported by relevant literature discovered in the
current body of knowledge and written by a variety of
writers. This chapter also includes the researcher's
i m p l ic a t io n s for teach in g p r act ic es and
recommendations for future research based on the
findings.
Experiences of Elementary Pre-service Teachers in
Receiving Feedback from Cooperating Teachers on
their Online Teaching Practicum
The elementary pre-service teachers who shared
relevant experiences of receiving feedback from
cooperating teachers on their online teaching
practicum were chosen as participants. From the
collected responses, the following six (6) themes
emerged: (1) avenue for learning; (2) fulfillment in
teaching; (3) unstable internet connection; (4)
difficulty in aligning lesson plan activities; (5)
struggles in maintaining students’ engagement; and (6)
motivation for improvement.
Avenue for Learning
The meaningful experiences of the elementary pre-
service teachers on their online teaching practicum are
an avenue for learning to explore new learning with
regards to lesson planning, virtual teaching
demonstrations, technology integration, facilitating
online classes, and accepting feedback from
cooperating teachers. As expressed by a few
participants, accepting the positive and negative
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feedback and taking it positively are relevant for self-
improvement and in working closely with CT’s
feedback. Also, the pre-service teachers are
courageous to exert effort in facilitating students’
learning online and to address the demands for new
and varied technological approaches in online teaching
and learning.
This supports the results of a study by Wu et al. (2021)
on how to develop pre-service teachers' expertise in
learning design through a virtual internship,
highlighting the significance of lesson plan design as a
key teaching ability that is mentored by cooperating
teachers through a feedback system. It necessitates
systematic training that starts in the pre-service phase.
It aids in the development of the pre-service teachers'
capacity to create an integrated learning unit that
emphasizes competency-based, interdisciplinary,
student-centered, genuine, and collaborative learning.
Specifically, the PSTs were particularly focused on
student control and classroom management, tailoring
education to each learner's unique needs and interests,
motivating students, selecting appropriate techniques
and strategies, and incorporating technology into
instruction and feedback in an online setting.
Moreover, the study by Samonte and De Guzman
(2018) revealed that pre-service teachers who
participate in internship programs are extremely
fortunate because they are the ones who take the most
pride in mastering and acquiring new skills and
competencies in the field of teaching, such as lesson
planning, demonstrating, and performing other
academic tasks. PSTs develop in order to increase their
future employment worth and value and to provide
them with new skills for their future vocation.
Additionally, by establishing learning opportunities,
elementary pre-service teachers obtain feedback for
self-improvement, acquire admiration and respect from
their pupils, and foster harmonious relationships with
cooperating teachers.
Fulfillment in Teaching
Despite the difficulties encountered, the fulfillment in
the teaching of elementary pre-service teachers toward
teaching on the cusp of an online teaching practicum
respects the art and essence of teaching the pupils. In
this context, PSTs foster teachability in order to
unleash potential and commence the cultivation of
optimism and composure in every circumstance. The
PSTs recognize CT's efforts to build confidence,
tenacity, and motivation through the emphasis on
feedback. However, the majority of the included
participants stated that the value of imparting
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knowledge, skills, and experience to diverse students,
acknowledging one's successes and appreciation, and
providing joint efforts to support one another is the
fulfillment of teaching.
Certainly, the findings of this study are compatible
with the findings of Korthagen and Evelein (2016),
who found that fulfillment in teaching comprises the
pre-service teachers' intrinsic motivation, competence,
well-being, relatedness, self-actualization, and optimal
functioning. The PSTs were satisfied throughout their
teaching internship by positive connections with their
pupils and by demonstrating behaviors that reinforced
interactions with the cooperating teacher's
performance-based feedback. Additionally, they
impart knowledge and abilities to diverse students to
inspire and foster optimism in the teaching and
learning processes. PSTs focus on the positive effects
of feedback on character traits and skills in fostering
wholesome interactions with pupils.
Moreover, this study result is consistent with the
findings of Shneyder et al. (2021), who found that pre-
service teachers experienced teaching fulfillment and
self-improvement as a result of the subject of teaching
activity and the development of their personal
potential while participating in an online teaching
practicum. As a result, PSTs engage in pedagogic
creativity, which allows them to successfully learn
through lesson planning, demonstrations, and teaching
strategies. In order to actively achieve their
pedagogical potential, pre-service teachers' internal
goals, values, and motivations also influence and
support goal orientation. PSTs' satisfaction with their
online teaching internship demonstrates their
dedication to their aims and willingness to improve
their professional performance.
Unstable Internet Connection
During virtual teaching demonstrations, elementary
pre-service teachers encountered intermittent internet
connections, which disrupted their online classes and
abruptly disconnected in the middle of the discussion.
The majority of them have connection issues and are
unable to join the online class via virtual platforms and
other video-communication software. Communication
and feedback are hampered by the erratic internet
connection. When internet access fluctuates, teaching
strategies are impeded by the loss of class interaction
and the unpredictability of fluctuating internet
connectivity in remote locations.
The results of this study support the findings of Li and
Lalani (2020), who found intermittent and fluctuating
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internet connections with low bandwidth and little
mobile data, with 93% of owned smartphones
accessing unstable internet connections and at least
95% capable of accessing the internet and other online
platforms for virtual classes, including personal
laptops and 39.7% using tablet devices. Some pre-
service teachers participating in an online teaching
practicum describe how difficult it is for them to
participate in digital learning activities such as virtual
activities and class interactions without stable internet
access and technology. Poor internet connectivity,
difficulties in lesson delivery and assessment, and a
lack of student’s enthusiasm for online lessons posed
difficulties for PSTs. Thus, virtual learning impedes
online class lessons, activities, and teacher-student
interaction.
In the Northern Mindanao Region, an online teaching
practicum conducted at one of its state universities
discovered internet connection problems. The study of
Clarin and Baluyos (2022) showed that low internet
connectivity contributes to students’ low attendance
because it was difficult for students to attend online
classes due to intermittent internet connections, which
had an impact on their virtual activities and decreased
interaction in online classes by pre-service teachers.
With this, pre-service teachers and their students will
turn off their cameras and mute their microphones on
their devices to utilize low mobile data yet suddenly
get disconnected from the virtual classroom. Thus,
students' quality education has suffered as a result of
their limited access to the internet, and classes are
threatened if students' and pre-service teachers'
communication and feedback are affected by the
unpredictable fluctuation of internet connectivity.
Since most programs are online and require a fast
internet connection for synchronous classes, the
effectiveness and efficiency of teaching and learning
in an online setting is compromised.
Difficulty in Aligning Lesson Plan Activities
The elementary pre-service teachers in this study
experienced difficulty in making and aligning lesson
plan activities from matching specific, measurable,
attainable, relevant, and time-bounded (SMART)
objectives towards learning activities and assessments.
PSTs have uncertainties about the appropriateness of
learning activities in an online setting with coherence
to their intended learning outcomes. As a highlight
during the online teaching practicum, they mentioned
how hard it was for them to plan lessons, make
learning goals with virtual teaching preparations and
demonstrations, and align lesson plan activities.
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In a study conducted by Hwa et al. (2020), it pointed
out that pre-service teachers have difficulty
formulating clear and specific learning objectives that
are supported by interactive activities and well-
structured lesson plans. Most PSTs found it
challenging to achieve coherence in instructional
activities and to match curriculum standards with what
actually takes place in the virtual classroom. PSTs
were urged by their teachers to blend solo and group
exercises while stressing interactive activities in order
to accommodate the diverse skills of their pupils
during the virtual demonstrations.
Another study conducted by Ferrer (2022) in one of
the state colleges in Region I revealed that when
elementary pre-service teachers were asked about their
challenges with online teaching internships, aligning
and executing activities in the lesson plan was the
most frequently cited difficulty. This implies a lack of
pedagogical knowledge on the part of the PSTs when
it comes to creating SMART objectives, selecting
instructional resources, and providing students with
interesting and differentiated learning activities. Due
to the misalignment of activities in the lesson plan,
particularly in the online teaching-learning modality,
the majority of the planned activities are not carried
out during the demonstration. This study also stressed
that due to PSTs' difficulties in aligning relevant
activities with the lesson plan, they got low ratings on
their virtual demonstrations.
Struggles in Maintaining Students' Engagement
Student engagement is a multifaceted concept of
scholars that includes cognitive, affective, and
behavioral components. Due to the influence of
numerous mobile applications that divert students'
attention and interest from their synchronous classes,
elementary pre-service teachers struggle to maintain
student engagement. PSTs are therefore unsure of how
to gauge students' attentiveness during online classes
and harbor suspicions about their attention spans.
During the online teaching practicum, the difficulty in
applying online classroom dynamics is also a hurdle in
becoming a versatile and adaptable pre-service
teacher.
This result lends credence to a study by Gillett-Swan
(2017) that discovered pre-service teachers face
difficulties keeping students' attention when
facilitating online learning environments. Preference
for intellectual challenge, a sense of belonging, a set of
habits, and aspirations are among the factors
considered. The majority of students in online classes,
according to PSTs, were not interactive, would not
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react to their queries, avoided using their microphones,
and occasionally even departed from the virtual
classroom. This further alienates and disengages
students from accessing course materials and other
learning activities.
Moreover, this finding closely supports the study of
Humber (2018), which highlighted the hurdles to
engaging online students in the virtual classroom as
facilitated by pre-service teachers. Inhibiting issues
include time limits, lack of social motivation,
difficulties interacting, and several other
commitments. Pre-service teachers' interactions with
their students revealed a sense of alienation and
disconnection, physical distance separation, and lack
of support, leading them to have suspicions and
uncertainties about students' attention during online
lessons.
Motivation for Improvement
Numerous studies have established the connection
between motivation and self-improvement. Working in
an engaged and goal-directed manner is a good force.
In the context of this academic endeavor, elementary
pre-service teachers use their cooperating teacher's
feedback to enhance their teaching skills and practices.
Consequently, PSTs recognized feedback as a source
of motivation and adaptation and redirected an
individual's adaptive mentality from negative to
positive feedback.
In this regard, the results support the findings of Chiu
et al. (2021), which asserted that the drive for
improvement leverages optimized online learning and
student involvement on the edge of the pandemic.
Receiving immediate feedback from cooperating
teachers motivates pre-service teachers to learn,
promotes student satisfaction, and enhances both
teaching abilities and learning results. As a result,
motivation for progress in online teaching practicum
allows PSTs to change and counteract their behavior to
complete challenging tasks in productive performance.
In accordance with this, the study conducted by Meşe
and Sevilen (2021) stressed the relationship between
improvement and motivation in order to achieve
student involvement. Pre-service teachers responded
that pleasant and precise teacher feedback and enough
communication with cooperating teachers are
motivational boosters when motivation levels are high.
However, insufficient and adversely perceived
feedback from cooperating teachers enables PSTs to
overcome the adaptive mentality and become
motivated.
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Research Article
Coping Mechanisms of Elementary Pre-Service
Teachers in Receiving Feedback from Cooperating
Teachers on their Online Teaching Practicum
Various coping mechanisms were shared by the
elementary pre-service teachers to show their ways
and strategies on how to address the challenges of
receiving feedback from cooperating teachers on their
online teaching practicum. From the obtained
responses, the following eight (8) themes emerged: (1)
optimism; (2) family as motivation; (3) acceptance; (4)
patience and humility; (5) passion in teaching; (6)
feedback as motivation; (7) self-directed learning; and
(8) diverse strategies for students’ needs.
Optimism
Having an optimistic outlook on life means taking
proactive steps to maximize the likelihood of favorable
outcomes. One of the elementary pre-service teachers'
coping strategies when receiving feedback from
cooperating teachers is to have a positive attitude
during the online teaching practicum. By accepting
and managing challenging circumstances and having
faith in one's ability to overcome challenges and
impossibilities, PSTs foster optimism. Additionally,
elementary pre-service teachers underlined the need to
develop a positive mindset in order to be more
resilient, more likely to persevere with difficult
learning tasks, and more receptive to feedback as
constructive criticism.
Apparently, Istiqomah and Prastuti (2020) emphasized
that a high level of optimism among pre-service
teachers increases their practice teaching performances
during pandemic. With the PSTs' optimism, they
overcome depression, despondency, and ignorance as a
result of their perseverance in cultivating positive
attitudes under adverse circumstances. This study also
found that optimism had a substantial effect on pre-
service elementary teachers' self-efficacy and self-
esteem, particularly when accepting feedback
constructively.
In addition, this finding confirms the conclusion of the
study by Biber et al. (2020), which shows that pre-
service teachers' high optimism enables them to retain
outstanding teaching performances and positively
reinforce modifications. The optimism of the PSTs
paved the way for the identification of phenomena in
online teaching and learning and the development of
appropriate solutions to the challenges experienced
during the pandemic. Besides, fostering positivism in
pre-service teachers is optimal for achieving learning
objectives.
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Family as Motivation
Family is the utmost source of motivation for an
individual to pursue dreams and be driven to succeed
in life. The elementary pre-service teachers foster
family motivation for achieving goals and dreaming
for family’s sake in spite of the challenges and
struggles encountered in the online teaching
internship. It showed them how helpful and
encouraging the support systems were, which helped
people trust each other even when things were difficult
during the pandemic.
Similarly, this outcome is similar to the findings of the
study by Gustiani (2020), which revealed that
generating motivation from family in goal attainment
overcomes personal obstacles and challenges in online
learning by pre-service teachers during the pandemic.
Interestingly, the role of family and support structures
as motivations for pre-service teachers has impacted
their intrinsic motivation to successfully attune to the
family's desired aims. Despite the hurdles posed by the
pandemic, families associate their children's
motivation to excel academically in higher education.
Furthermore, the findings of my study concurred with
those of Pieters and Agustina (2021), who found a link
for the substantial association between pre-service
teachers' enthusiasm to learn and family social
support. The level of motivation of pre-service
teachers in online learning is substantially influenced
by the support provided by their families. As a result
of parental motivation, this study also proposed three
(3) positive characteristics of students' learning
motivation: demonstrating interest in and collaboration
with learning; working hard and effectively managing
their time; and completing tasks on time.
Acceptance
The acceptance of the cooperating teacher’s normalcy
of positive and negative feedback as realized strengths
and weaknesses and experienced by the elementary
pre-service teachers to admit one’s mistakes is helpful
for self-improvement in an online teaching practicum
amidst a pandemic. PSTs recognize feedback as a
learning experience to continue the desire for teaching
and strengthen patience in receiving corrective
feedback by acknowledging the solicited feedback
wholeheartedly. Acceptance of CT's corrective
feedback is a vital attitude for the elementary pre-
service teachers’ mentoring practices on the verge of
online teaching and learning.
The findings of this study validate the findings of
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Research Article
Jensen et al. (2021), who found that cooperating
teachers' positive and negative feedback influences
pre-service teachers' responses and acceptance, which
influences their engagement with classroom
management, the teaching-learning process, and the
assigned academic tasks. The acceptance of feedback
impacts the performance of PSTs as a coping strategy
that drives motivation in online settings. Also, it
largely reinforces students' strengths and weaknesses
by directing and optimizing PSTs’ instructional
efforts.
Also, the findings corroborated the study of Yang et al.
(2021), which showed that pre-service teachers'
adaptable attitude toward online feedback is indicative
of their learning excitement and motivation.
Recognizing the instructor's comments online provided
opportunities for critical and self-regulated pre-service
teachers to seek feedback practices in order to advance
their professional development. It bridges the gap
between desired and actual comprehension of teaching
skills and abilities.
Patience and Humility
To successfully finish the online teaching practicum,
elementary pre-service teachers must cultivate
teachableness and humility while building constructive
relationships. PSTs acquire a tolerance for receiving
negative feedback and tolerance for addressing
feedback challenges. In addition, PSTs promote
humility by demonstrating a willingness to learn
during the feedback system and by developing
harmonious connections with their cooperating
teachers and students.
The findings of this study corroborate those of
Godfrey and Erduran (2021), which discovered that
pre-service teachers' attitudes toward online learning
are strengthened by intellectual humility and
behavioral patience. The ideals and actions of a 21st-
century teacher include patience and humility, which
inevitably change as perceptions in a digital context.
The problems of their students are addressed with
sufficient patience by pre-service teachers, who have
also mastered the challenge of providing feedback.
Moreover, by admitting mistakes and attending to
students' needs in an online setting, pre-service
teachers serve as role models for humility in the
classroom.
Similarly, Gabatbat and Santander (2021) studied
whether pre-service teachers who exhibit patience and
humility are seen as persistent despite setbacks and as
having the capacity to wait. The characteristics of
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patience and humility define the attributes of an
effective teacher. In addition, it influences the
willingness for improvement, the resolve to treat
people equally, and the discipline behaviors; and it
inspires the PSTs to express a strong desire for
particular objectives and the practical importance of
online teaching-learning. Additionally, this study
stressed how adopting humility strengthens patience as
a paradigm for life and a sense of self.
Passion in Teaching
Passion for teaching contributes to appreciating and
enhancing the chosen teaching profession, as well as
bringing new perspectives to the teaching internship
and the lives of pre-service teachers. The elementary
pre-service teachers' dedication and feeling of
professional identity are intrinsically linked to the
development and maintenance of this enthusiasm.
Students' interest in a subject as well as their
motivation to learn and engage with course concepts,
can be increased by a teacher's passion for teaching. In
addition, despite the pandemic, PSTs' growing love
and zeal for teaching are gratifying throughout the
online teaching practicum by sharing knowledge,
skills, and experiences with students.
Balaza et al. (2021) apparently emphasized that
dedication, resilience, and passion are related to the
maintenance of pre-service teachers' passion for
teaching by continuing to learn and remaining
passionate and motivated by the demanding conditions
of online learning. As a result of the importance of
passion in teaching, it is a continual process to inspire
pupils to value education. Passion remains central to
teaching in terms of the attributes of teachers and even
pre-service teachers that must be fostered and
maintained for long-term self-efficacy.
In addition, this finding validates the study of Serin
(2017), which asserted that passionate pre-service
teachers encourage teaching and learning to establish
efficient learning environments online in order to
maximize the potential of their pupils. Passionate pre-
service teachers are committed to loving their assigned
academic work in order to achieve high educational
attainment. Additionally, it gives them the chance to
influence learning and encourage pupils to reawaken
their desire to learn, all of which have a good impact
on pupil performance and implement educational
strategies in online classrooms. In addition to being a
motivator, passion can positively affect learning and
instruction by generating excitement and activity.
Feedback as Motivation
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Feedback enhances motivation and intuitively
establishes career objectives. Pre-service elementary
teachers gain motivation, confidence, and the ability to
communicate their ideas to cooperating teachers and
co-pre-service teachers. Positive and negative
feedback from CTs has a positive effect on the
teaching abilities and disciplinary practices of PSTs. In
addition to motivating PSTs, offering feedback enables
them to learn, develop, and enhance their teaching
abilities.
The findings of this study reflect the findings of Gnepp
et al. (2020), who found that feedback has a substantial
effect on pre-service teachers' motivation to learn more
effectively. Feedback improves the needs satisfaction
and intrinsic motivation of pre-service teachers'
learning outcomes by providing thorough information
on their strengths and weaknesses as well as their
actual performance in their e-practicum. Furthermore,
receiving feedback is one of the most important
aspects of mentoring practices for motivating and
directing constructive behavioral change.
Correspondingly, Elshareif and Mohamed (2021)
revealed that feedback had a large impact and a clear
motivational effect on pre-service teachers during the
learning process, which is significant in an online
context. It investigates how feedback enhances the
efficiency and effectiveness of virtual classrooms. As a
result, cooperating teachers provide adequate learning
opportunities while also demonstrating the academic
success of the course learning outcomes.
Self-Directed Learning
Self-directed learning in online education sufficiently
prepares students as necessary components of
successful online learning. Self-directed learning is
practiced by elementary pre-service teachers by taking
initiatives to improve themselves holistically,
practicing self-reflection as a form of self-
improvement, and initiating self-performance
assessment and evaluation in lesson planning, virtual
demonstrations, and other teaching and non-teaching
activities. It also allows them to analyze their students'
comprehension and self-reflect on their teaching
performances throughout their online teaching
practicum.
This finding is consistent with the findings of the study
by LaTour and Noel (2021), which concluded that
self-directed learning has a direct impact on pre-
service teachers' learning motivation, effectiveness,
and technology readiness when it comes to developing
self-regulation skills in their virtual students for better
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learning outcomes and higher academic achievement.
Through self-directed learning, pre-service teachers
can learn to take ownership of their learning and
purposefully steer it toward knowledge acquisition and
problem-solving skills. PSTs also actively engage in
learning tasks, recognize their own learning
requirements, set their own goals, select and put into
practice effective learning strategies, and evaluate the
outcomes of their own teaching and learning.
Moreover, the study by Sun et al. (2021) corroborated
this finding, which stressed that self-directed learning
(SDL) reinforces pre-service teachers' capacity to
attain learning objectives that have a direct impact on
their engagement in an online educational context.
PSTs are motivated to improve their technological and
pedagogical competencies through self-evaluation and
self-management. In order to drive learning objectives
and teaching-learning processes towards effective
learning, the self-directed learning component is
crucial in an online setting.
Diverse Strategies for Students' Needs
Employing differentiated instruction to cater to
students' needs for diverse learners and building
rapport with online learners in addressing their
interests is needed for successful online teaching and
learning. The elementary pre-service teachers in the
online teaching practicum are able to incorporate
diverse strategies into the virtual instruction for
students’ needs. This is a great way to accommodate
diverse learners aligned with the learning objectives to
learn at their own pace, receive the same level of
instruction, and develop skills and knowledge in a way
that is most appropriate for them. It also fosters a
stronger teaching-learning relationship with students
from different backgrounds.
The findings of this study support the findings of
Coman et al. (2020), who found that elementary pre-
service teachers used a variety of teaching strategies to
meet the needs of their students in an online teaching-
learning environment. It's imperative to employ
different teaching strategies to hold students' attention,
inspire them to work hard, set high standards in a
diverse learning environment, and keep them
concentrated on technical applications. Higher
education keeps students' e-learning continuous by
paying attention to their needs, preferences, interests,
and different backgrounds.
This is also reinforced by Pope (2020), who states that
pre-service teachers deliver hands-on teaching
strategies to students in a virtual teaching-learning
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modality to satisfy their needs. Using a variety of
teaching strategies and instructional techniques
scaffolds pre-service teachers' training for their
students while also allowing them to monitor and
evaluate their learning in an online setting. In a virtual
setting, addressing students' learning requirements and
comprehending their special abilities leads to the
achievement of terminal learning goals.
Insights of Elementary Pre-Service Teachers in
Receiving Feedback from Cooperating Teachers on
their Online Teaching Practicum
The elementary pre-service teachers expressed various
insights about their experiences of receiving feedback
from cooperating teachers on their online teaching
practicum. From the attained responses, the following
six (6) themes emerged: (1) apply the feedback; (2)
make feedback as inspiration; (3) accept one’s
weaknesses; (4) be open-minded; (5) trust yourself;
and (6) be optimistic.
Applying the Feedback
It is truly beneficial to effectively apply the feedback
after receiving it regularly. Pre-service teachers are
influenced to achieve the learning outcomes when they
take feedback personally. The PST's personal and
pedagogical development, as well as their ability to
deal with both positive and negative feedback, can all
benefit from applying the CT's recommendations,
comments, and advice in a constructive manner.
Positivity and assurance in handling CT's feedback and
its value in maximizing the impact of the feedback
system that emerges from CT's personal experiences as
presented in the analysis part.
This result verifies the findings of Roddy et al. (2017),
who underlined that the feedback provided in online
learning environments is useful for promoting pre-
service teachers' knowledge, comprehension, and
skills. Consequently, the application of timely
feedback revealed the responsiveness of pre-service
teachers as a significant predictor of online learning
satisfaction. Live chat, video interactions, and
breakout room sessions are all ways to give feedback
in a virtual classroom.
Based on the findings of a study conducted by
ActiTIME (2021), it is suggested to effectively
implement feedback as it facilitates better
communication, promotes confidence and
transparency, and reduces the likelihood of repeating
errors in an online environment. In addition, it fosters
a healthy and harmonious relationship between
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students and teachers, meets learning objectives,
increases student engagement and effectiveness, and
enhances the teaching performance of online teaching-
learning.
Making Feedback as Inspiration
Making feedback as an inspiration is beneficial to
developing the teaching skills of elementary pre-
service teachers for professional development.
Feedback as a source of motivation is a good way to
learn about the strengths and weaknesses of the
elementary pre-service teachers and as a guide for their
meaningful holistic experience in the online teaching
practicum. While taking the constructive feedback as a
form of encouragement and persuasion for the PSTs, it
also increases their cooperating teachers’ satisfaction
in the online teaching practicum.
The finding complements the study conducted by Al-
Ghamdi (2017), which highlighted the impact of
feedback and praise as an inspiration to accomplish the
intended results on students' learning. It motivates pre-
service teachers to enhance their teaching skills and
appreciates the motivational comments provided to
them. Furthermore, it will help them be motivated and
persuaded by the negative feedback they received, as
their strengths and flaws are highlighted in steering
them toward the intended goals. Additionally, it makes
them focus on achieving their educational objectives,
which is crucial for increasing their motivation to
finish academic assignments and overcome hurdles.
Similarly, Harper (2020) found that feedback reveals a
person's potential; it emphasizes mutual trust between
teachers and students, inspiration, and encouragement.
Feedback instills in teachers a sense of competence,
accomplishment, and adequacy in their teaching work
habits. The impact of feedback demonstrated an
efficient method to inspire them, which resulted in a
significant improvement in their teaching abilities. All
of the findings indicate that instructor feedback plays a
significant factor in motivating students to learn.
Accepting One’s Weaknesses
Accepting weaknesses enables elementary pre-service
teachers to have deeper relationships with others and
value sincerity, and admire the courage to be
teachable. With this, the motives and passion for
teaching elementary pre-service teachers elaborate the
teaching performance and the key to providing quality
education to students in an online teaching practicum.
Furthermore, PSTs' reflections on their cooperating
teacher’s feedback in improving their weaknesses and
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developing a teachable attitude in addressing
difficulties in facing teaching obstacles are vital to the
success of the online teaching practicum.
Based on the study results conducted by Hardavella et
al. (2017), it is essential that pre-service teachers'
weaknesses are reflected in feedback acceptance. By
being reflective throughout experiential learning, one
can perform at a greater level by accepting their
weaknesses. It substantially contributes to the
development of pre-service teachers' confidence and
competence in all phases of teaching and assists them
in closing the gap between their desired and actual
performance.
In a similar vein, Eurich (2018) claimed that feedback
allows student teachers to assess their performance and
identify both their strengths and weaknesses. Being
open to feedback and suggestions is essential for
addressing difficulties and improving teaching skills.
Acceptance of feedback implies information about the
student-teachers performance in a specific task as well
as concern about their abilities in the teaching-learning
process.
Being Open-Minded
The most common realizations that elementary pre-
service teachers receive from their cooperating
teachers are to open one's mind to listening and
understanding every situation and to be persistent in
helping one another to open to feedback given to them.
The online teaching practicum was made worthwhile
and relevant by PSTs' perseverance, openness to
learning, tenacity, responsiveness, and optimistic
outlook throughout the teaching-learning processes.
The finding is consistent with the study of Al-Abrrow
et al. (2021), which highlighted how personal
characteristics in feedback acceptance are substantially
influenced by open-mindedness. The advantage of
having an open mind is the desire to listen to what
teachers have to say and learn from it. It also improves
learning by stimulating knowledge acquisition,
adaption, and information distribution, which results in
the growth of teaching abilities and skills.
In this regard, this conclusion lends credence to the
study of Bosser and Lindhal (2020), which stated that
wholeheartedness and open-mindedness are specific
attitudes in reflecting on feedback. Receiving feedback
increases student-teachers interest in comprehending
and willingness to appreciate the viewpoints and
criticism directed at them. Open-mindedness is a sign
of effective instruction and communication in the
classroom.
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Trusting One’s Self
Trusting yourself consistently develops confidence in
productive virtual teaching, and trusting the entire
teaching-learning process will undoubtedly result in
success. As a result, more elementary pre-service
teachers feel confident that they can overcome
challenges, embrace their readiness and confidence as
future educators, and have faith in the entirety of the
teaching-learning process during the online teaching
practicum.
Apparently, Demerath et al. (2022) appear to have
emphasized that building trust is dependent on pre-
service teachers' envisioning the student's perspicacity.
Communication with pupils in several dimensions,
such as confidence, empathy, motivation, respect, and
dedication, is ultimately viewed as a means of
establishing trustworthy connections. Trusting oneself
has been identified as a vital component of meaningful
learning and academic success. Academic
engagement, socio-emotional learning, and the
building of teaching-learning partnerships that lead to
a developmental alliance all require significant trust in
pre-service teachers.
This finding certainly validates the study of Andrade
(2019), which asserted that trusting oneself promotes
the development of trust and socio-emotional learning
in the elementary classroom. It also increases students'
motivation and interest, resulting in more holistic
results in more comprehensive learning and improved
academic accomplishment. Confidence, emotional
intelligence, efficient classroom management—which
depends on a trusting environment—and student
instructors' commitment to enhance their teaching
abilities are all fostered by self-trust. Furthermore,
confidence grows between teachers and student-
teachers as trustworthy figures toward other students.
Being Optimistic
Having a generally optimistic outlook and believing
that positive things will happen are both characteristics
of optimism. Similar to how elementary pre-service
teachers exhibit positivity in dealing with difficult
circumstances during their online teaching practicum,
these educators also recognize the positive aspects of
their teaching experiences by taking CT's advice and
learning from his or her experiences to become
optimistic in the teaching profession.
In addition, the result corresponds to the study of
Sulisworo et al. (2021), which claimed that pre-service
instructors exhibit high optimism, implying positive
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involvement in digital learning media while solving
various learning challenges in online teaching-learning
modality. It is believed that pre-service teachers'
teaching performances will be leveraged and
successfully make modifications connected to
academic accomplishment during the pandemic. It is
further proven that optimism and critical thinking
affect academic performance and have a substantial
impact on pre-service teachers' self-esteem and self-
efficacy.
Furthermore, the study by Lu (2021) reinforces the
result that pre-service teachers' optimism and
commitment contribute significantly to their academic
achievement. Being positive also conveys a favorable
relationship to educational optimism for the success of
students and schools. It focuses on self-efficacy,
confidence, motivation, and educational consequences.
Besides, it was demonstrated that pre-service teachers'
commitment, which involves accomplishing intended
learning outcomes and enhancing teacher competency,
correlates vertically with academic optimism as
regarded to learners' educational achievement, a
distinguishable aspect of resilience.
Implications for Teaching Practice
The findings of the study have been able to capture the
lived experiences, coping strategies, and insights of
elementary pre-service teachers who have received
feedback on their online teaching practicum. In the
midst of a global health pandemic, the conduct of an
online teaching practicum offered benefits as well as
challenges to the elementary pre-service teachers who
received feedback from their respective cooperating
teachers in the Teacher Education Institutions (TEIs)
of higher education. The advantages they experienced
from this included an avenue for learning, fulfillment
in their teaching, and motivation for improvement.
However, they had difficulties receiving feedback
from their cooperating teachers during the online
teaching practicum, which was due to the following
common causes: unstable internet connection,
difficulty in aligning lesson plan activities, and
struggles in maintaining students’ engagement. These
problems affected the efficient and effective feedback
between elementary pre-service teachers and
cooperating teachers in the TEIs' online teaching
practicum, causing them to exert extra effort and
extend the time to meet the needs.
With all of the obtained data encapsulated in general
themes that emerged from the diverse responses of the
elementary pre-service teachers (PSTs), this study
further provides an opportunity for all the pre-service
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teachers, cooperating teachers, practicum supervisors,
practicum coordinators, and other education personnel
to comprehend the experiences, coping mechanisms,
and insights of PSTs in receiving feedback during their
online teaching practicum. In addition, possible
implications for establishing an effective intervention,
improving the feedback system between CT and PSTs,
and enhancing TEIs’ teaching practices can be drawn.
The elementary pre-service teachers (PSTs) will
anticipate the silver linings of their experiences in
technology integration in virtual instruction,
facilitating students' online learning, working closely
with their cooperating teachers' feedback as a
reference for improvement, and the demands to
venture and employ new and varied technological
approaches in online teaching for meaningful learning.
Due to the positive impact of the online teaching
practicum as a means of learning, fulfillment in
teaching, and motivation for improvement, the insights
of this study corroborate the use of feedback, making
feedback an inspiration, accepting one's weaknesses,
being open-minded, trusting oneself, and being
optimistic in the online-based practicum.
PSTs can develop eccentric, practical, and viable
feedback mechanisms and initiatives to solve
difficulties and improve their teaching skills, preparing
them to become 21st-century educators on the verge of
a pandemic. Thus, there is a need for elementary pre-
service teachers to supplement the existing
intervention funneled to TEIs and other government
organizations over unstable internet connections, for
which they would seek assistance from the local unit
through the Sanguniang Kabataan (SK) and other
immediate support systems. PSTs can also read the
most recent research and articles, as well as attend
webinars and workshops addressing e-practicum and
online class concerns such as the difficulty of aligning
lesson plan activities and struggles in maintaining
students' engagement, with the help of their
cooperating teachers' guidance and support.
Consequently, the cooperating teachers (CTs) will
regularly monitor and evaluate their one-to-one
correspondence and mentorship with their assigned
elementary pre-service teachers as indicated on their
rating sheets that pertain to detailed and specific
comments and feedback. To inspire and motivate the
aspiring teachers, cooperating teachers should be
hands-on in checking the elementary pre-service
teachers’ lesson plans, specifically in crafting SMART
objectives and aligning lesson plan activities;
appropriate strategies and techniques in virtual
demonstrations; and other teaching and non-teaching
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activities. They will find time to re-schedule and exert
more effort to have internal arrangements for the
PST’s virtual teaching demonstrations when hampered
by the intermittent internet connection and still be
guided by the calendar of activities of the online
teaching practicum, especially when missing the
meeting due to hectic schedules.
Moreover, CTs will raise concerns regarding issues
they have observed and create relevant and effective
interventions or alternatives to the program heads and
school administrators in providing constructive and
immediate feedback with specific suggestions for
improving teaching effectiveness; assisting the PST in
using self-reflection to support professional growth;
modeling effective teaching methods and strategies;
supporting the PST in assuming full responsibilities of
the teaching role; and checking and approving the
PST's daily, weekly, and unit plans as part of the
mentoring practices of experiential courses, which are
vital in improving the PSTs' online pedagogical skills.
It will also serve as a basis for self-assessment of their
duties and responsibilities on the success of online
teaching practicum as efficient and effective mentors.
Additionally, the school administrators of the Teacher
Education Institution (TEI) will orient the elementary
pre-service teachers, practicum supervisors,
cooperating teachers, practicum coordinator, and
program head's duties and responsibilities and shall
conduct a regular conference with the CT with regards
to the performance of the PSTs and coordinate with
the practicum supervisors the updates and monitoring
reports of elementary pre-service teachers in terms of
their teaching performances through feedback.
Moreover, they should be proactive and responsive to
the observed and identified problems in the conduct of
e-practicum and arrive at suitable solutions to the
issues concerning unstable internet connection, such as
partnering with government agencies, NGOs, and
other stakeholders to install a tower for a strong
internet connection and having a weekly monitoring of
feedback form reports to assess if the CT and PSTs
have convened feedback sessions. They will also
allocate funds to conduct enhancement training and
workshops on separate schedules for the cooperating
teachers and elementary pre-service teachers on the
challenges of aligning lesson plan activities,
maintaining student engagement, addressing students'
diverse needs, and making them optimistic, motivated,
and passionate about teaching.
Hence, it will enable them to realize the strengths and
weaknesses of giving feedback in an online teaching
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internship as it will help the CTs and PSTs to be
committed to the experiential courses and at the same
time, expedite necessary administrative actions to
solve the recurring problems. Further, it will aid the
TEIs in re-evaluating and strengthening the online
teaching practicum program and the school to produce
globally competitive and competent teacher education
graduates.
Furthermore, the Department of Education (DepEd)
officials will become active in keeping abreast of the
pandemic's changes, particularly to the adopted
teaching-learning modalities and new trends in 21st-
century teaching. It will bridge the barrier between
what the state universities/colleges teach and what is
applied in the real world, especially in the online
teaching practicum, through the lens of feedback
systems between elementary pre-service teachers and
cooperating teachers. They will also allow the TEIs to
familiarize the PSTs with the public schools’ teaching
techniques, classroom management, lesson plans,
curricular and extracurricular activities as an avenue
for learning, and appreciate teaching as a vocation so
that the PSTS will become patient and humble,
inspired and open-minded, and optimistic during the
whole duration of the online teaching practicum.
In lieu of this, as a practicum coordinator and
supervisor at the same time, I am optimistic that the
Teacher Education Institutions (TEIs) must provide
full support to the cooperating teachers for the
procedures of the recently conducted online teaching
practicum in order to address the issues revealed by
the study's findings. The findings of this study will
also help the concerned government organizations,
especially the Commission on Higher Education
(CHEd), to understand the significance of elementary
pre-service teachers receiving feedback from
cooperating teachers on their online teaching
practicum and to provide high-quality instruction and
worthwhile practicum experiences.
Recommendations for Future Research
The purpose of this study is to explore the various
experiences, coping mechanisms, and insights of
elementary pre-service teachers who received
feedback from cooperating teachers on their online
teaching practicum. The findings of this qualitative
research, however, are limited to the experiences of
fourteen (14) elementary pre-service teachers from
three (3) public schools in the province of Davao de
Oro. The data did not support broad inferences and
general conclusions about the experiences beyond the
population of the purposely selected participants.
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Research Article
Nonetheless, the findings of this study need additional
scrutiny. Meanwhile, the findings of this study are
critical for future research into various areas of the
online teaching practicum, and it is suggested that a
similar study be conducted in a broader range of places
and with a larger number of participants in order to
acquire more substantive information on the study.
Besides, the research may be done by conducting
virtual or face-to-face re-interviews with the same
participants to find out if there is any parallelism with
the extracted information. It is also advised to conduct
different research that will help them identify variables
associated with the topic and give recommendations
for pursuing further studies that are in line with the
research focus being identified by the researcher. It
should also be given full attention to determining their
respective experiences.
Subsequently, it is recommended to conduct studies
related to the themes that emerged from this study. In
this way, the conduct of an online teaching practicum
can be further explored through its themes. With this,
they might also carry out related studies utilizing
quantitative research design or mixed methods design
that are pertinent to receiving feedback for online
teaching practicums.
Conclusion
This study contains the experiences of the elementary
pre-service teachers on receiving feedback from
cooperating teachers on their online teaching
practicum, along with how they cope with and insights
into the phenomenon. Although the implementation of
the online teaching practicum is for the continuation of
education in the experiential courses of the Bachelor of
Elementary Education (BEEd) students in this time of
the pandemic, they experienced struggles and
difficulties, and even advantages, as it was the first
time implementing it and it’s a new way of having a
practicum in an online-based setting. However, both
elementary pre-service teachers and cooperating
teachers play an important role as educational partners
in the feedback aspect of the higher education
institutions' virtual teaching internship.
Since the phenomenon is unusual and has impacted
everyone in the field of education, I chose to
thoroughly examine the experiences, coping
mechanisms, and insights of elementary pre-service
teachers on receiving immediate and constructive
feedback from their cooperating teachers. Personally,
as a cooperating teacher and practicum coordinator
Rey John B. Rebucas
who has actively engaged with the online teaching
practicum and encountered various challenges and
issues concerning the feedback. This issue has inspired
me as my research focus for my study and addresses
my inquisitive mind to improve the teaching practices
of our institution when it comes to experiential
learning courses.
The conduct of virtual in-depth interviews and focus
group discussions were utilized to collect rich data on
the experiences, coping mechanisms, and insights of
the participants in this study. It is not easy to find a
favorable time schedule for the interviewee and
interviewer, and there is a need to adjust the scheduled
date. But my participants have rendered their full
support to me from the orientation, filling out the
informed consent form, virtual interviews, and
member checking, which made me positive and
motivated to pursue this research endeavor. After the
interview, transcription was followed by transcribing
the obtained data, and I primarily analyzed the primary
source of this study. I extremely appreciate their
cooperation and honesty in responding to the questions
during the virtual interviews, despite conducting them
virtually.
Throughout the conduct of this study, I have realized a
lot of things, not just as a teacher but also as a lifelong
learner. Specifically, I realized how the pandemic
briskly shifted the Philippine educational system from
traditional face-to-face instruction to a flexible
teaching-learning modality. As a teacher, you must
adapt to rapidly changing environments, be proactive
in the face of challenges, and take the initiative to find
realistic solutions and address the identified issues in
the online teaching practicum. Being patient,
optimistic, motivated, and passionate about teaching
allows me to endure and persevere in the face of the
uncertain implementation of the online teaching
practicum, despite the difficulties in aligning lesson
plan activities to the diverse students' needs and
maintaining students' engagement in the online classes.
On the other hand, despite the difficulties encountered
by the elementary pre-service teachers, I can see their
sincerity, persistence, and open-mindedness in the
feedback they received from their cooperating teachers
and also their willingness and excitement to learn new
things about teaching and their students as well in the
conduct of e-practicum. After conducting the study, I
have gained some teaching techniques that I can
employ for the betterment of the practicum’s online
demonstrations. As a practicum coordinator, I have
observed how important the mentoring practices are,
specifically the feedback between cooperating teachers
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Research Article
and elementary pre-service teachers, through the lens
of the digital divide of the online teaching practicum
implementation. Thus, the success of the online
teaching practicum was fueled by feedback and the
elementary pre-service teachers’ optimism, passion for
teaching, and making feedback an inspiration to accept
one’s weaknesses, which led to trust and motivation,
making the online teaching practicum experiences
meaningful.
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Affiliations and Corresponding Information
Rey John B. Rebucas
Davao De Oro State College - Philippines
968/968