COPING WITH CLASSROOM REALITIES: A PHENOMENOLOGICAL EXPLORATION OF TEACHING DEMONSTRATION EXPERIENCES AMONG BACHELOR OF SECONDARY EDUCATION ENGLISH STUDENTS
Keywords:
classroom management, coping strategies, teaching demonstration, time management, teacher anxietyAbstract
Supervised teaching demonstrations are a core practicum requirement in Philippine teacher education, yet little is known about how pre-service English teachers experience and cope with their first demonstrations. This study explored the experiences, challenges, and coping strategies of second-year Bachelor of Secondary Education (BSEd) English students during their first supervised teaching demonstrations and, based on the findings, proposed an intervention plan. Using a phenomenological qualitative design guided by Kolb’s Experiential Learning Theory, we conducted semi-structured interviews with 13 purposively sampled participants from Dalubhasaan ng Lungsod ng San Pablo and analyzed the data through thematic analysis. Participants’ experiences centered on nervousness, issues in lesson development and preparation, and instructional cognitive difficulties. Their main challenges were lack of confidence, time constraints, time management, lesson planning and preparation, classroom management and instructional delivery, and technical and external problems. They coped mainly through self-regulation and personal coping strategies and through time management strategies such as adjusting pacing and prioritizing tasks. Emotional, cognitive, and procedural demands interact during first teaching demonstrations. The findings informed Get READY, a proposed intervention plan combining confidence building, workshops, mentoring, and teaching simulations; its effectiveness remains to be tested.
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