BETWEEN THE LINES OF THEORY: THE THEORY TO PRACTICE TRANSITION EXPERIENCE OF PRACTICE TEACHERS IN REAL-CLASSROOM SETTINGS Article Swipe
The transition from theoretical coursework to actual classroom is a pivotal phase in teacher preparation. This study explored the lived experiences of pre-service teachers as they navigated the shift from academic instruction to real teaching environments. Employing a transcendental phenomenological design, data were gathered through in-depth, semi-structured interviews with 21 purposively selected practice teachers from a Teacher Education Institutions (TEI) in Mindanao, Philippines. Colaizzi’s method guided the analysis of narratives, revealing themes that captured the emotional, pedagogical, and professional dimensions of their journey. Themes generated include; (1) the contrast between expectations and realities, (2) the significant challenges faced in classroom management and adapting to learner diversity, (3) their coping mechanisms, and (4) crucial learnings about flexibility and student relationships, and the role of mentorship, and self-reflection in shaping confidence and teaching identity. Ultimately, the findings highlight that this transition is not merely a technical application of theory, but a deeply personal and transformative journey that shapes the perspectives and identity of these future educators. The study recommends strengthening mentorship, embedding classroom management support, and integrating reflective pedagogical tools in teacher education curricula to better scaffold the transition. Keywords: Practice teachers; internship; teacher education; theory to practice; quality education
Related Topics
Concepts
Coursework
Transformative learning
Pedagogy
Curriculum
Psychology
Teacher education
Lived experience
Interpretative phenomenological analysis
Transition (genetics)
Mathematics education
Identity (music)
Rubric
Grounded theory
Phenomenology (philosophy)
Professional development
Flexibility (engineering)
Teaching method
Activity theory
Transcendental number
Faculty development
Competence (human resources)
Quality (philosophy)
Higher education
Semi-structured interview
Practicum
Reflective practice
Coping (psychology)
Qualitative research
Sociology
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.5281/zenodo.17695160
- OA Status
- green
- OpenAlex ID
- https://openalex.org/W7106552099
All OpenAlex metadata
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- OpenAlex ID
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https://openalex.org/W7106552099Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.5281/zenodo.17695160Digital Object Identifier
- Title
-
BETWEEN THE LINES OF THEORY: THE THEORY TO PRACTICE TRANSITION EXPERIENCE OF PRACTICE TEACHERS IN REAL-CLASSROOM SETTINGSWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2025Year of publication
- Publication date
-
2025-12-01Full publication date if available
- Authors
-
Alugar, Ritchelee B.List of authors in order
- Landing page
-
https://doi.org/10.5281/zenodo.17695160Publisher landing page
- Open access
-
YesWhether a free full text is available
- OA status
-
greenOpen access status per OpenAlex
- OA URL
-
https://doi.org/10.5281/zenodo.17695160Direct OA link when available
- Concepts
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Coursework, Transformative learning, Pedagogy, Curriculum, Psychology, Teacher education, Lived experience, Interpretative phenomenological analysis, Transition (genetics), Mathematics education, Identity (music), Rubric, Grounded theory, Phenomenology (philosophy), Professional development, Flexibility (engineering), Teaching method, Activity theory, Transcendental number, Faculty development, Competence (human resources), Quality (philosophy), Higher education, Semi-structured interview, Practicum, Reflective practice, Coping (psychology), Qualitative research, SociologyTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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| abstract_inverted_index.application | 145 |
| abstract_inverted_index.experiences | 21 |
| abstract_inverted_index.flexibility | 116 |
| abstract_inverted_index.instruction | 32 |
| abstract_inverted_index.integrating | 175 |
| abstract_inverted_index.internship; | 191 |
| abstract_inverted_index.mechanisms, | 110 |
| abstract_inverted_index.mentorship, | 124, 169 |
| abstract_inverted_index.narratives, | 70 |
| abstract_inverted_index.pedagogical | 177 |
| abstract_inverted_index.pre-service | 23 |
| abstract_inverted_index.purposively | 51 |
| abstract_inverted_index.significant | 96 |
| abstract_inverted_index.theoretical | 4 |
| abstract_inverted_index.transition. | 187 |
| abstract_inverted_index.Colaizzi’s | 64 |
| abstract_inverted_index.Institutions | 59 |
| abstract_inverted_index.Philippines. | 63 |
| abstract_inverted_index.expectations | 91 |
| abstract_inverted_index.pedagogical, | 77 |
| abstract_inverted_index.perspectives | 158 |
| abstract_inverted_index.preparation. | 15 |
| abstract_inverted_index.professional | 79 |
| abstract_inverted_index.environments. | 36 |
| abstract_inverted_index.strengthening | 168 |
| abstract_inverted_index.relationships, | 119 |
| abstract_inverted_index.transcendental | 39 |
| abstract_inverted_index.transformative | 153 |
| abstract_inverted_index.self-reflection | 126 |
| abstract_inverted_index.semi-structured | 47 |
| abstract_inverted_index.phenomenological | 40 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 1 |
| citation_normalized_percentile |