PHENOMENOLOGY OF BSED SOCIAL-STUDIES AND MATHEMATICS PRACTICUM STUDENTS IN THE ONLINE LEARNING MODALITIES

Abstract

This study investigates the phenomenological experiences of students majoring in Social Studies and Mathematics for the Bachelor of Secondary Education (BSED) program during their practicum in online learning modalities. The participants' lived adaptation to online teaching and learning experiences were documented using a descriptive phenomenological technique. The findings show that, despite obstacles such poor internet access and difficult students that were present during the shift to online modalities, the respondents were able to demonstrate adaptability and creativity in their teaching methods. The practice instructors' efficiency and effectiveness in their area of specialization were boosted by their experience navigating both online and face-to-face forms of instruction. Moreover, the challenges encountered during the COVID-19 pandemic enabled the participants to become competent in their subject matter and better equipped to handle the new learning environment. The findings emphasize the importance of providing support and resources to practice teachers, enhancing the delivery of online lessons, and promoting active participation from learners. This study serves as a guide for future practice teacher students, school administrations, and the Education Department to improve online teaching methodologies and foster effective learning experiences for students.