THE EXPERIENCES OF PRE-SERVICE TEACHERS OF BISCAST DURING

TEACHING INTERNSHIP IN THE NEW NORMAL

Statement of the Problem

This study sought to identify the experiences of pre-service teachers of BISCAST during

their teaching internship in the new normal.

1. What is the pedagogical competence level of the pre-service teachers during lesson

planning and practice teaching?

2. What is the satisfaction level of the pre-service teachers in their teaching internship

experience in the new normal?

3. What are the challenges encountered by the pre-service teachers during lesson planning

and practice teaching?

4. What are the coping strategies of pre-service teachers during teaching internship in the

new normal?

Scope and Delimitation

This study covers the experiences of pre-service teachers of Bicol State College of

Applied Sciences and Technology during teaching internship in the new normal. The respondents

of this study are fourth-year students taking education programs and are currently deployed for

teaching internship during the second semester of the academic year 2022-2023.
 The variables that comprise the study are the level of performance and satisfaction in

terms of lesson planning and practice teaching, challenges, and coping strategies during teaching

internship in the new normal.

In addition, the study focuses on determining the different challenges encountered during

lesson planning and practice teaching in their cooperating schools. It also seeks to identify the

coping strategies used by the pre-service teachers during teaching internship.

This study will not include the first, second and third year students of the education

program since they do not have teaching internships.

Assumption

The pedagogical competence, challenges and coping strategies of the pre-service teachers

of BISCAST contributes to the level of satisfaction during teaching internship experience in the

new normal.

Hypothesis

The pedagogical competence of pre-service teachers have a significant effect on their

level of satisfaction in terms of lesson planning and practice teaching.

Definition of Terms

The following terms are defined conceptually and operationally to better understand the

study.

Cooperating School. This is the public elementary school duly acknowledged and accredited by

the Department of Education (DepEd) to serve as the partner agency of higher education

institutions (HEIs) in producing professionals of tomorrow (Collado et al., 2020). The

cooperating school is where the practice teachers will be deployed.

Cooperating Teacher. Cooperating teacher serves as the mentor of the pre-service teacher

deployed to the cooperating school. According to The Alberta Teachers’ Association (n.d), their

responsibility is to provide feedback and suggestions about successful teaching.

Coping Strategies. These are the ways that the pre-service teachers use to deal with the

challenges from practice teaching. It is also defined by Skinner and Zimmer-Gembeck (2007) as

how people respond to stress as they contend with real-life problems.

Lesson Planning. It is the road map that the pre-service teachers use in order to relay what the

students should learn and how it will be executed in the classroom. It helps teachers become

more effective in teaching through a detailed outline of what will be carried out in each class

period (Stauffer, 2019).

New Normal. It is the situation after the lockdown wherein the education system includes

blended learning. It was further explained by Dictionary.com (n.d) as a current situation and

social custom that is different from what has been experienced or done before but is expected to

become usual or typical.

Pedagogical Competence. This pertains to the ability of the pre-service teachers in terms of

lesson planning and practice teaching during their teaching internship. It includes their

competency level in teaching and managing the class.

Practice Teaching. Merriam-Webster defines this term as teaching by student under the

supervision of an experienced teacher. It is the application of theories, strategies and methods of

teaching which were acquired in the education courses prior to deployment. This also refers to

the teaching internship program of fourth year education students of BISCAST.

Pre-service Teacher. These are the 4th year education students taking up teaching internships

during the second semester of academic year 2022-2023. They also practice actual teaching in

their cooperating schools.

Satisfaction Level. It is defined as a measurement that determines how satisfied the pre-service

teachers are during their teaching internship. The measurement also applies to the satisfaction of

pre-service teachers in terms of pedagogical competence, internship program and the

accommodation of cooperating schools and teachers.

Teaching Internship. It is the experiential learning of the 4th year education students of

BISCAST. Specifically, they are deployed to cooperating schools to apply the teaching theories,

strategies and methods with actual students.

Significance of the study

The generalization of this study would be a great contribution to the vast knowledge in

relation to the experiences in teaching internship of pre-service teacher. Furthermore, the results

of this study could be highly significant and beneficial to the researchers, internship teachers,

cooperating teachers and schools, students, and to the future researchers.

The results of the study will be of great benefit to the researchers. This study is

beneficial for them because this enables them to know and be ready for the challenges that they

may encounter during the teaching internship.

This study will also benefit the internship teachers. The teachers will be able to know the

struggles of the students taking teaching internship in the new normal and be able to help those

students overcome those challenges.

 The different experiences shared in this study may help the cooperating teachers be aware

of the pre-service teachers deployed to them. This study will also provide further explanation of

how the pre-service teachers perform in the teaching internship.

The study also shows significance to the cooperating schools because they can provide

appropriate accommodations to pre-service teachers deployed to their schools.

Through this study, students may provide some knowledge and awareness about the

experiences or challenges that the pre-service teacher encountered during teaching internship in

the new normal.

Lastly, this study may also inspire future researchers to conduct similar studies and it may

serve as a reference to their study.

Endnotes

Collado, M., Gonzales, R., & Mila, C. (2020). Perceived performance of cooperating schools:

Gearing towards future ... Retrieved May 8, 2023, from

https://www.researchgate.net/publication/343629885_Perceived_Performance_of_Cooperating_

Schools_Gearing_Towards_Future_Policies

Dictionary.com. (n.d.). New normal definition & meaning. Dictionary.com. Retrieved May 8,

2023, from https://www.dictionary.com/browse/new-normal

Skinner, E., & Zimmer-Gembeck, M. (2007): The development of coping. Annual Review of

Psychology, 58, 119-144

Stauffer, B. (2019, December 19). What is a lesson plan and how do you make one? CTE

Curriculum for Middle and High School Teachers. Retrieved May 8, 2023, from

https://www.aeseducation.com/blog/what-is-a-lesson-plan

The Aberta Teachers' Asoociation. (n.d.). Cooperating teacher - roles and Responsibilities.

Taking Flight – Navigating Field Experience. Retrieved April 29, 2023, from

https://fieldexperience.teachers.ab.ca/roles/cooperating-teacher-roles-and-responsibilities