DELVING INTO THE PEDAGOGICAL TRANSITIONS OF PRE-SERVICE TEACHERS TO NEW NORMAL: INDIVIDUAL DIFFERENCES OF ELEMENTARY LEARNERS IN FOCUS

Abstract

This research inquiry aimed to explore and describe the experiences of elementary pre-service teachers on pedagogical transitions to new normal. The study used a qualitative research design employing a phenomenological approach. The study focused on the experiences, coping strategies and insights of the fourteen (14) elementary pre-service teachers in private tertiary institutions in Tagum City, Davao del Norte. Seven (7) participants underwent in-depth interviews, and another seven (7) participants underwent focus group discussion. On the experiences of elementary pre-service teachers in the pedagogical transitions, the study revealed that the pre-service teachers facing difficulty on students’ lack of participation, embracing teaching and technological skills, experiencing intermittent and unstable internet connection, struggling in finding appropriate teaching strategies and learning virtual teaching strategies with the guidance of cooperating teacher. To cope with the challenges, data showed that pre-service teachers were maintaining patience, employing technology integration in virtual class, utilizing differentiated strategy, creating a conducive virtual learning environment, and having a positive attitude. Apart from the findings, pre-service teachers gained insights of equipping pre-service teachers with professional skills, realizing one’s potential, improving adaptability among pre-service teachers and enhancing creativity of pre-service teachers. These results are important to the pre-service teachers, cooperating teachers, Higher Education Institutions’ administrators and Commission on Higher Education for them to be aware and understand the practice teaching experiences of pre-service teachers. This will help them in making initiatives to support and strengthen the curriculum, programs and training intended for the pre-service teachers who will also benefit from this study. KEYWORDS: pedagogical transitions, new normal, qualitative-phenomenological study, online teaching, private tertiary institutions, elementary pre-service teachers