Authors : Frecie P. Dizon; Jenny Ann D. Borres; Ruby C. Arenilla; John Marthine Anthony B. Salarda; Nawenzie Naziah P. Mateo; Gladys S. Escarlos

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3v88vvvm

Scribd : https://tinyurl.com/3fc3wpzk

DOI : https://doi.org/10.38124/ijisrt/26May595

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Abstract : Teaching internship is an important part of teacher training that allows pre-service teachers to integrate the theoretical aspects of teaching with real-world experiences. An internship provides future teachers with hands-on experience, improves their teaching techniques, and equips them with the professional skills necessary for successful teaching. In this study, the lived experiences of pre-service teachers in their early childhood internship at Central Mindanao University were explored during the Academic Year 2025 – 2026. It was designed to describe their internship experiences, identify their struggles and challenges with these experiences, and learn how these experiences assisted in their preparation for the teaching profession. A phenomenological approach using a qualitative research design was used to study participants' experiences of living. The study's subjects were six pre-service teachers of early childhood education, purposively selected. Semi-structured interviews were conducted to collect data, and thematic analysis was used to make sense of participants' responses and identify patterns, themes, and meanings. The results showed that the pre-service teachers had both positive and negative experiences in their internship. Positive experiences included increased confidence as a teacher, increased classroom management skills, meaningful engagement with learners, and personal development. But challenges were also experienced regarding differences in learner needs, lesson preparation, workload, time management, and emotional stress. Despite these difficulties, interns considered their internships valuable learning experiences that enhanced their adaptability, resilience, and preparedness for the future teaching profession. The research findings indicated that early childhood internships play a significant role in the professional development and preparation of pre-service teachers, particularly through teaching exposure, reflective practice, and mentorship. These experiences gave them confidence and commitment in facing classroom realities.

Keywords : Internship, Pre-Service, Preparedness, Pedagogy, Phenomenology.

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