A Phenomenological Inquiry into Bachelor of Elementary Education (BEED) Graduates' Strategies for Overcoming Challenges during Teaching Internships
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Abstract
This phenomenological research investigates the lived experiences of BEED graduates during their teaching internships, focusing on the challenges they faced and the strategies they employed to overcome them. Guided by Kolb’s Experiential Learning Theory, data were gathered through focus group discussions and in-depth interviews with BEED graduates who completed in-person internships. The results reveal challenges such as classroom management, language barriers, adjustment to teaching roles and expectations, physical and emotional strain, professional relationships and dynamics, and resource constraints. To overcome these challenges, participants employed effective time management, backup planning, leveraging support systems, maintaining professional presentation, employing strategic proactivity, and adapting teaching approaches to diverse classroom settings. The results emphasize how participants turned challenges into opportunities for growth. With these insights, it is recommended that actionable recommendations be provided to enhance internship experiences like mentorship, fostering adaptability, and integrating strategies for well-being into teacher education programs to contribute to the development of reflective practitioners who are well-prepared for the demands of the teaching profession.
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