From Online Interns to On-Site Educators: A Phenomenological Study of Filipino Teachers’ Professional Identity Reconfigurations

Abstract

Aim/Purpose: This study explored the lived experiences of Filipino teachers who completed their pre-service teaching internships entirely through online modalities during the COVID-19 pandemic and later transitioned to on-site teaching when schools resumed face-to-face instruction. Specifically, the study sought to understand how these teachers perceived the transition from virtual practicum environments to physical classrooms, how they navigated the challenges associated with on-site teaching, and how their professional identities evolved as they adapted to these new professional realities.

Introduction/Background: The COVID-19 pandemic disrupted teacher education programs worldwide. As schools closed and learning shifted to remote environments, teacher education institutions were compelled to redesign pre-service teaching internships to be conducted online. In these virtual settings, pre-service teachers delivered lessons via video conferencing, interacted with learners remotely, and relied extensively on digital tools to facilitate instruction. Although these arrangements ensured the continuity of teacher preparation during the pandemic, they also altered the nature of the practicum experience. Opportunities to observe student behavior directly, practice classroom management in physical spaces, and engage with school communities in person became limited. Existing research has documented the experiences of preservice teachers during online internships, highlighting challenges related to technology integration, instructional delivery, and student engagement. However, relatively little attention has been given to the experiences of teachers who trained entirely in online environments and subsequently entered traditional classroom settings as professional educators. In the Philippines, the return to full face-to-face instruction during the 2022–2023 School Year created a significant transition for teachers who had completed their internships online. These teachers were suddenly required to manage physical classrooms, interact directly with students, and respond to the complex social dynamics of face-to-face teaching. Because the early stages of a teaching career play a critical role in shaping professional identity, examining how teachers experience and interpret this transition provides valuable insights for teacher education institutions seeking to prepare future educators for evolving instructional contexts.

Methodology: This study employed a qualitative research design grounded in transcendental phenomenology, guided by Moustakas's framework, to explore teachers' lived experiences of transitioning from online pre-service internships to on-site teaching. Criterion purposive sampling was used to recruit five teachers who had completed their pre-service teaching internships entirely through online modalities during the 2021–2022 academic year and subsequently began on-site teaching during the 2022–2023 academic year. The participants, aged 22 to 25 years, included three female and two male teachers working in junior high school, senior high school, and higher education institutions in Tacurong City, Sultan Kudarat, Philippines. Data were collected through open-ended questionnaires and semi-structured interviews conducted via an online conferencing platform. Following Moustakas's phenomenological approach, the researchers engaged in bracketing (epoché), repeatedly reviewed the transcripts, identified significant statements through horizonalization, clustered these into meaning units, and synthesized thematic descriptions to capture the essence of participants' shared experiences. Member checking and systematic documentation of the analytic procedures were employed to ensure the credibility and trustworthiness of the findings.

Findings: Analysis of participants’ narratives revealed several interconnected themes that illuminate how teachers experienced the transition from online preparation to on-site teaching. Participants described the transition as anticipated but staggering, indicating that while they expected challenges, the realities of managing physical classrooms and responding to student behavior were more demanding than they had imagined. Teachers also reported redefining their professional horizons as they adjusted their expectations and gradually expanded their instructional approaches in response to the dynamics of face-to-face teaching. Another theme, putting up with the shadow of doubt, reflected participants’ feelings of uncertainty and self-questioning as they navigated unfamiliar classroom situations and assessed their readiness to meet the expectations of on-site teaching. Despite these difficulties, participants described actively bridging the online and offline teaching rift by drawing from their online teaching experiences and adapting those practices to suit the needs of physical classrooms. Teachers also emphasized nurturing the potential of technology to enhance student engagement, demonstrating that digital tools remained a meaningful component of their instructional strategies even within traditional classroom environments. Put differently, teachers came to see themselves as hybrid and adaptive pedagogues who combined elements of online and traditional instruction, technology-enabled educators who intentionally integrated digital tools into classroom learning, and reflective practitioners who continuously evaluated and refined their teaching practices through experience and reflection.

Contribution/Impact on Society: These findings contribute to ongoing discussions on post-pandemic education by illustrating how teachers trained in online environments adapted to professional practice in physical classrooms. The study highlights the importance of preparing future teachers for flexible instructional contexts that integrate both digital and face-to-face modalities.

Recommendations: Teacher education institutions should strengthen pre-service preparation by incorporating authentic classroom management experiences, structured reflective practice, and blended teaching strategies that integrate digital and face-to-face instruction. Schools should provide comprehensive induction and mentoring programs to support teachers transitioning from online preparation to on-site teaching.

Research Limitations: This study involved a small number of participants from a single geographic location, which may limit the transferability of the findings to other educational contexts.

Future Research: Future studies may involve larger and more diverse samples across different regions or educational systems and may examine how teachers’ professional identities continue to evolve as educators gain greater experience teaching in both online and on-site environments.