BETWEEN THE LINES OF THEORY: THE THEORY TO PRACTICE TRANSITION EXPERIENCE OF PRACTICE TEACHERS IN REAL-CLASSROOM SETTINGS

Özet

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. Key findings included the contrast between expectations and realities, the significant challenges faced in classroom management and adapting to learner diversity, the subsequent "growth through grit" characterized by developing coping mechanisms and 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.