INTERNSHIP IN TIMES OF PANDEMIC: A QUALITATIVE PHENOMENOLOGICAL STUDY

Abstract

This study focuses on exploring the pre-service teachers experiences in times of pandemic. Teaching in these limited times brought mixed feelings among pre-service teachers as they practiced and applied theories they had learned. New roles and responsibilities of pre-service teachers are rapidly evolving as a result of pedagogical adaptations from physical to virtual environments. They need to be creative and adapt their practices to keep students engaged, regardless of what struggles they are facing. Nurturing professional identities involves adapting new ways of improving teaching skills through the use of technology. Practicum is challenging when it comes to the internet connection. In fact, we all know that students who don't have access to internet at home still don't have funding for it. To cope with the struggles during internship in the new normal, pre-service teachers can take initiative. The ability to manage urgent situations immediately and avoid falling behind when unexpected events occur could be achieved through time management. Establishing good relationships with students and colleagues can lead to productive and effective work. Pre-service teachers may be exhausted, frustrated, and sad, but this is a temporary and uncertain situation. It is always grateful to seek assistance from mentors who wish to improve their mentees in new ways. When we look at how technology develops knowledge competence and pedagogical skills, we see that it provides pre-service teachers with easy-to-access information, accelerated learning, and enjoyable opportunities to practice learned theories. They now have access to a broader range of knowledge thanks to technological advancements. Innovation-related experiences have been linked to learning progress. Innovation-related experiences have been linked to learning progress. Pre-service teachers should learn how to apply their knowledge and abilities by considering fundamental modern conditions, communication, teamwork, problem solving, and decision making. Pre-service teachers benefited from the intervening learning environment in the new normal. They learn to value their time and are encouraged to commit to a lifelong learning process. Because learning a new skill is a great way to stay motivated. They learn to navigate themselves by determining the best time to push themselves beyond their comfort zone. They recognized the value of a growth-oriented mindset. Their self-directed learning plan is tailored to their primary learning objective.