Resilience in Crisis: A Mixed-Methods Analysis of Pre-Service Teachers' Sentiments on Remote Learning and Practice Teaching Experience
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| Title: | Resilience in Crisis: A Mixed-Methods Analysis of Pre-Service Teachers' Sentiments on Remote Learning and Practice Teaching Experience |
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| Language: | English |
| Authors: | Arvin Kim Arnilla (ORCID |
| Source: | Journal of Education and e-Learning Research. 2025 12(2):320-326. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Higher Education Postsecondary Education |
| Descriptors: | Educational Change, Distance Education, Correlation, Pandemics, COVID-19, Preservice Teachers, Student Attitudes, Foreign Countries, Teaching Methods, Computer Mediated Communication, Teaching Experience, Practicums, Family Relationship, Barriers, Pedagogical Content Knowledge, Technological Literacy, Family Environment, Socioeconomic Influences, Student Adjustment |
| Geographic Terms: | Philippines |
| ISSN: | 2518-0169 2410-9991 |
| Abstract: | This study explored the sentiments of practice teaching students at a Philippine state university during the pandemic. Employing a mixed-methods approach, the study investigated the sentiments of 81 practice teachers as they adapted to emergency remote teaching and fulfilled their practice teaching responsibilities. Participants provided three-word descriptions of their experiences in different scenarios and were analyzed through sentiment analysis. The findings revealed predominantly positive sentiments: 74.1% expressed favorable views toward emergency remote learning, while 79% reported positive sentiments regarding their practice teaching experiences. A chi-square test indicated no significant association between their sentiments toward remote learning and practice teaching, suggesting these experiences were evaluated independently. Quantitative findings were corroborated through follow-up open-ended online communication. The study underscores practice teachers' resilience during uncertain times, highlighting the critical role of family support, institutional support, and well-structured training programsin sustaining teacher education amid disruptions. While challenges such as socio-economic concerns, technological limitations, and home learning complexities were noted, students demonstrated adaptability through resource management and technical skill development. These insights offer valuable implications for program administrators and policymakers in designing responsive and supportive practice teacher training programs tailored to the evolving higher education landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477190 |
| Database: | ERIC |
| Abstract: | This study explored the sentiments of practice teaching students at a Philippine state university during the pandemic. Employing a mixed-methods approach, the study investigated the sentiments of 81 practice teachers as they adapted to emergency remote teaching and fulfilled their practice teaching responsibilities. Participants provided three-word descriptions of their experiences in different scenarios and were analyzed through sentiment analysis. The findings revealed predominantly positive sentiments: 74.1% expressed favorable views toward emergency remote learning, while 79% reported positive sentiments regarding their practice teaching experiences. A chi-square test indicated no significant association between their sentiments toward remote learning and practice teaching, suggesting these experiences were evaluated independently. Quantitative findings were corroborated through follow-up open-ended online communication. The study underscores practice teachers' resilience during uncertain times, highlighting the critical role of family support, institutional support, and well-structured training programsin sustaining teacher education amid disruptions. While challenges such as socio-economic concerns, technological limitations, and home learning complexities were noted, students demonstrated adaptability through resource management and technical skill development. These insights offer valuable implications for program administrators and policymakers in designing responsive and supportive practice teacher training programs tailored to the evolving higher education landscape. |
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| ISSN: | 2518-0169 2410-9991 |
