Pre-Service Teachers in Virtual Classrooms: A Phenomenological Inquiry in a Philippine Context

Abstract

The rapid transition to virtual learning during the COVID-19 pandemic significantly transformed teacher education, particularly in resource-constrained contexts such as rural Philippine state colleges. This study aimed to explore the lived experiences of pre-service teachers in implementing virtual classes in the new normal at Agusan del Sur State College of Agriculture and Technology (ASSCAT). Anchored in Moore’s Transactional Distance Theory, the research examined how disruptions in dialogue, structure, and learner autonomy influenced teaching and learning dynamics. A qualitative phenomenological research design was employed, involving ten (10) purposively selected pre-service teachers. Data were collected through in-depth interviews and focus group discussions and analyzed using Colaizzi’s (1978) method. Trustworthiness was ensured through member checking, audit trails, and reflexivity. Findings revealed that participants encountered major challenges, including unstable internet connectivity, frequent power interruptions, domestic distractions, and technological limitations. Despite these constraints, pre-service teachers demonstrated resilience through adaptive pedagogical strategies, technological improvisation, and contingency planning. These experiences contributed to the development of professional identity characterized by flexibility, emotional resilience, and context-responsive teaching practices. The study concludes that while digital inequities pose significant barriers, they also foster critical competencies necessary for future educators. It is recommended that teacher education institutions strengthen digital pedagogy integration, improve ICT infrastructure, and implement resilience-based training programs to better prepare pre-service teachers for evolving and technology-driven learning environments.