Exploring the Resilience among Pre-Service Teachers in an Evolving Academic Environment through Photovoice DOI

Eglis Coromoto Quintero Gómez,

Analyn S. Clarin,

Genelyn R. Baluyos

et al.

Published: May 24, 2025

In today’s fast-evolving academic landscape, pre-service teachers (PSTs) face increased demands in navigating digital tools, diverse classrooms, and emotional stress, particularly during their teaching internships. This study explored the resilience of an evolving environment one private higher institutions Misamis Occidental year 2024-2025. Using a qualitative approach through participatory action research design, employed photovoice methodology. The participants were ten (10) fourth-year secondary education PSTs specializing English. They selected purposive sampling. Data gathered in-depth interviews guided by SHOWED framework. Hyper Research was used to analyze participants' responses, which aided formation themes. Findings revealed six major themes: technological barriers digital- centric embracing managing student diversity classroom, cultivating inner balance personalized coping mechanisms, drawing strength from purpose support systems, acknowledging mentorship as catalyst for growth professional identity, recognizing peer relationships pillars resilience. It concluded that teachers' are shaped how they manage challenges, cope personally, draw purpose, mentorship, peers. is recommended school administrators improved infrastructure, inclusive policies.

Language: Английский

Exploring the Resilience among Pre-Service Teachers in an Evolving Academic Environment through Photovoice DOI

Eglis Coromoto Quintero Gómez,

Analyn S. Clarin,

Genelyn R. Baluyos

et al.

Published: May 24, 2025

In today’s fast-evolving academic landscape, pre-service teachers (PSTs) face increased demands in navigating digital tools, diverse classrooms, and emotional stress, particularly during their teaching internships. This study explored the resilience of an evolving environment one private higher institutions Misamis Occidental year 2024-2025. Using a qualitative approach through participatory action research design, employed photovoice methodology. The participants were ten (10) fourth-year secondary education PSTs specializing English. They selected purposive sampling. Data gathered in-depth interviews guided by SHOWED framework. Hyper Research was used to analyze participants' responses, which aided formation themes. Findings revealed six major themes: technological barriers digital- centric embracing managing student diversity classroom, cultivating inner balance personalized coping mechanisms, drawing strength from purpose support systems, acknowledging mentorship as catalyst for growth professional identity, recognizing peer relationships pillars resilience. It concluded that teachers' are shaped how they manage challenges, cope personally, draw purpose, mentorship, peers. is recommended school administrators improved infrastructure, inclusive policies.

Language: Английский

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