Lived Experiences of Pre-Service English Teachers: A Qualitative Inquiry

Education

The study provides a deeper understanding about the lived experiences of the Pre-service English Teachers in terms of mechanisms, insights and challenges encountered to craft a comprehensive Development Plan program, thus, facilitating the transcendence of becoming an effective teacher. The study utilized the phenomenological qualitative research design. An in-depth interview was conducted to gather the data and pieces information from the 10 pre-service-informants who were purposively selected from St. Francis Xavier College. Findings suggested that the challenges encountered by the pre-service teacher mostly were lack of knowledge about lesson planning, construction of sentence, trainings and exposure in the language. These challenges hinder them from performing their duties well. The study also revealed that pre-service English teachers experienced grammar errors, lacks confident in teaching the language. However, despite these challenges, the participants remained consistent in performing their duties as pre-service English teachers by resorting to solutions like a positive outlook in their teaching practicum, proper time management, and open communication for consultation between their peers and cooperating teachers. Despite their challenges, the participants still see and realize how important and beneficial teaching practicum is in their lives as future educators. The study ends with recommendations to improve the current teachings of the instructors and by providing functional speech laboratory and to sketch avenues for future research.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.