The Pre-Service Teachers’ Learning Experience Amidst the Gradual Lifting of Social Distancing

Abstract

This research explored the learning experiences of Pre-service Teachers during the gradual easing of social distancing mandates amidst the COVID-19 lockdowns. A mixed-method research design was employed, combining survey and thematic analysis, guided by the elements of the Community of Inquiry framework: social presence, cognitive presence, and teaching presence. A total of 251 PTs from three renowned universities in Maguindanao and Cotabato City, Philippines, participated in the surveys. Additionally, seven intern supervisors from these institutions served as key informants during interviews, while ten cooperating teachers from partner schools provided insights through focus group discussions. The analysis revealed that PTs perceived their experiential learning as excellent across all critical elements. Social presence was observed when they built harmonious relationships with students, peers, and mentors, expressed empathy and care in their communication, and created a comfortable, safe, and secure learning environment. Cognitive presence emerged through dynamic student participation in class sessions and reflective practices. Finally, their teaching presence was evident in their diverse teaching strategies, use of appropriate language, effective design and organization of instructional materials, facilitation of instruction, assessment, and feedback. However, further in-depth studies may be required to ascertain whether similar patterns emerge across diverse demographic groups.