Challenges Encountered during the Internship of Bachelor of Elementary Education

student teachers of Core Gateway College Inc.

BY;

ABONITE, JOHN MICHAEL A.

BAGAYAN, SONBEL M.

FLORES, JANSEN MAE A.

MARCOS, JUSTINE FEMIA S.

Title Proposal of Bachelor of Elementary Education

April 2024
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INTRODUCTION

Background of the Study

Teaching as a profession like any other profession has prescribed services it renders to

any human society. It is therefore; absolutely necessary for many individuals who went to

become a teacher to acquire skills and demands. Teaching practice is a vital aspect of teacher

preparatory program in teacher training institutions. It serves as an opportunity for student-

teachers to be exposed to the realities of teaching and professional activities in the field of

education (Okubia, E., et. al. 2013). Teaching internship programs are designed to smooth the

transition from student to teacher. At the same time the teaching internship assignment gives the

teacher training institutions an opportunity to evaluate the teaching capabilities of their soon-to-

graduate students Salviana (2018). Additionally, teaching practice is a fundamental component of

teacher education programs, not only because it provides student teachers with first-hand

experience, but also because it is an opportunity for them to put into action everything they have

learned about education and their subject matter (Jarrah, A.M. 2020).

According to Ganal, N. et. al. (2016) underscored the known fact that student teachers

lack the skills and capability to effectively and efficiently perform the role of a teacher. Student

teachers are prompted with the problems and difficulties in terms of instruction, classroom

management, evaluation, school, learners, teachers and other stakeholders among others.

As pre-service teachers undergo Practice Teaching, they are subjected to experiences in

various aspects of a teacher's work. Teacher training institutions need to examine these

experiences in an authentic environment, particularly those that were found difficult by pre-

service teachers and the factors that contributed to these experiences. These are valuable inputs
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for the assessment and enhancement of the Practice Teaching Programs of institutions. Moreover,

these are crucial information needed in curriculum review and the planning and administration of

programs and activities that will enhance the different phases of Practice Teaching (Navera, P.

M., Ursua, A. C. 2020). Through detecting the challenges and difficulties experienced by

preservice student teachers could lead to a feasible way to better the quality of the practicum and

build positive attitudes towards teaching careers. Such practices could lead to a well-designed

teaching practicum, which ensures that teacher training programs can produce high-quality

teachers for society (Imsa-ard, P. et. al. 2021).

This study is conceived to determine the challenges encountered by the student teachers

of Bachelor of Elementary Education of Core Gateway College Inc. during their internship.

Many upcoming student teachers would have wanted to know the challenges or problems during

the internship and presumably solutions to those challenges. Understanding the challenges

encountered during internship can better prepare student teachers for the realities of classroom

teaching, leading to increased confidence and efficacy. Addressing challenges identified in the

study can lead to the refinement of teaching practices, ultimately benefiting students' learning

outcomes in the classroom. Additionally by identifying and addressing challenges faced by

student teachers can contribute to the overall quality assurance of teacher preparation programs,

ensuring that graduates are better equipped for the demands of the profession. Schools can use

insights from the study to tailor professional development opportunities for mentor teachers and

faculty members, enhancing their ability to support and guide student teachers effectively.

Therefore, the purpose of this study is to determine the challenges encountered of the students

teachers during their internship.

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Review of Related Literature

Practice Teaching

Teaching Practice (TP) is a common feature of any teacher education program that ends

up providing graduates with a recognized teaching certificate. It is the practical use of teaching

methods and strategies that the student-teacher learned in the college. During teaching practice, a

student-teacher is allowed to try the art of teaching before getting into the real world of the

teaching profession (Ebrahim, et al, 2017). Furthermore, teaching practice goes beyond just

knowing what to teach and knowing how to teach, however, the purpose of teaching practice is

to develop several competencies in the trainee teacher which include interpersonal, pedagogical,

intercultural, and psychological competencies (Onyebukwa-Nwanoro Chikezie, 2017).

Additionally, Panda, S. and Nayak, R. N. (2014) novice teachers mainly face problems related to

managing students and maintaining discipline in classroom. However other problems such as

using teaching aids, communication related problems also explored during the investigation.

Further it is suggested that teacher educators must counsel students to solve such problems

arising during internship program.

In the study of Elmabruk (2020) defined teaching practice “as the opportunity given to

trainee teachers to apply the knowledge and skills they acquired during the theoretical part of

their preparation period in the hope to become proficient practicing teachers’’. However, through

looking at the vision and mission of several teacher preparation institutions all over the world, it

becomes clear that the main goal for those institutions is to prepare teachers to be able to teach

using modern teaching methods and technology. This can only be achieved by providing student

teachers with sufficient theoretical information besides helping them to acquire the skills of

teaching, classroom management, and the use of technology.

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Challenges encountered among pupils

According to Bansiong, A. (2021), the PSTs were most concerned about pupil control and

classroom management, adapting to the learners’ individual needs and interests, motivating

learners, selecting appropriate strategies, and lesson planning. In contrast, the PSTs were least

concerned about their self-confidence, background knowledge, and ability to adapt to limited

resources. Moreover, student-teachers have to deal with many kinds of students. One of the

obstacles that produces more pressure is when a student-teacher meets or deals with passive

students (Rakasiwi, 2013). Passive students are one of many factors that necessarily build

anxiety in student-teachers as they are perceived as real teachers rather than a student who is in

training.

Based on Napanoy, J. et. al. (2021), individual differences greatly affect the students’

attitudes and behaviors. With these different attitudes and behaviors, pre-service teachers find it

difficult to identify appropriate activities, and strategies to use. Pre-service teachers who were

deployed in big schools observed that the attitude and behaviors of their students are greatly

affected by the size of the room, and lack of facilities. Hence, students are not focused during

class activities. With the problems encountered due to students’ attitudes and behaviors, it was

suggested that training on blended learning, output-based activities, and new teaching strategies

be conducted for pre-service teachers.

According to Ymana, R. (2021), a number of pressing issues as stated in the teaching

portfolio of students. These problems are categorized as student’s misbehavior, classroom

management, learning capabilities of students, unavailability of learning resources, classroom

size and space, time management, and family factors. Among the challenges, student’s
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misbehavior rose as the major and prominent problem of the pre-service teachers. They

considered it the most difficult aspect in the role of a teacher. This was verbally verified even by

the seasoned teachers, who agree that some students constantly test their patience. Each of these

issues has its prevailing effect that is clearly impactful to the professional development of the

student-teachers; thus explaining the observable and obvious need to for a further intervention

Preparation of Instructional Materials

Based on Soslau & Raths (2017), the preparation of pre-service teachers requires

sincerity and steady effort on the part of teacher educators. The task is made daunting by the fact

that the need for new teachers is great – greater than the number of teachers’ education colleges

can produce.

The fourth-year students be adequately orientated before they enter an internship and that

the internship process be made explicit. Moreover, there is a need to give assignments that

integrate how to transfer learning pertaining to leadership and management skills into places

where student interns undertake their internship and that lecturers must teach the skills of minute

taking, report writing, formal letter writing and proposal writing (Shaketange, L., et.al. 2017).

Furthermore (Nasir & Zafar 2018) stated that student teachers had challenges in managing their

class time. That is, distributing appropriate time for each activity, wasting too much time

checking student’s homework, giving instructions, and taking attendance.

Student teachers encountered challenges such as ICT integration, new modalities of

teaching- learning, social interactions, internet connectivity and instructional material

preparations. Furthermore, they identified positive learning experiences during their internship

but encountered problems along ICT skills and usage, time management, skills of the students
 6

with new platforms and adjustment to no face-to-face classes during their teaching internship

Pattung, A. and Caban, R. (2023).

Cooperating Teacher

Al-Momani’s (2016) study at KSA investigated teaching practice challenges at the

Faculty of Education from supervisors and pre-service teachers’ perspectives. The findings

demonstrated that fear of teaching, communication skills, and putting theories into practice were

common challenges. Meanwhile, Griofa and Ruairc (2013) stated that student teachers are

expected to undertake and observe a wide range of teaching and non-teaching activities, thereby

developing an ap-appreciation of the intricacy of teaching and the variety of roles undertaken.

School placement facilitates the development of the student teachers capacity for self-reflection,

often in conversations with supervisors, mentor teachers, lecturers, teaching practice

administrators and tutors, and affords the student teacher valuable opportunities to seek and

receive advice in an atmosphere of support. Various institutions of Higher Learning have

different structural arrangements and administration towards teaching practice placement.

According to Basmadjian, K. G. (2011) supervisors have access to specific discursive tools and

strategies that allow them to balance support with assessment of their student teachers.

According to Boikhutso (2013), school based mentors are appointed at school level for

every student. These are qualified and experienced classroom teachers who assume multi-faceted

roles of support toward the students to ensure that work integrated learning is achieved and make

students feel they part of the school. Students should at the end of their teaching practice

duration be motivated to take up the teaching profession because of the constant guidance they

receive from their mentors. School based mentors are expected to inspire student teachers and

help them translate the theory they learn into practice. They need to serve as role models. Some
 7

students experience various challenges with school based mentors who are negative towards

students. These mentors do not provide students with relevant opportunities for growth and

choose to exploit and abuse them by imposing exorbitant demands and unrealistic expectations

in terms of workload.

School Environment

Lack of facilities and supplementary materials in schools and misunderstanding on the

part of the school administration were among the challenges. Besides that, dealing with a big

number of students in the class, a poor lesson plan, and designing differentiated tasks were also

common (Scott, 2015). The school does not support the trainees by providing them with

equipment or materials which are sometimes available but locked away as claimed by one of the

supervisors. This issue sounds to be international as it is found by other researchers like

Adeyanju (2012) and Ngada (2014) who reported that some schools did not provide enough

facilities and adequate allowances required for successful teaching practice. However, school-

administration needs to ensure that student teachers are supported during their teaching practice

so they can make the most of this opportunity (Abongdia at el., 2015)

There were lots of challenges faced by pre-service teachers in their preparation, during

the actual, and post-conference of their hybrid demonstration teaching. One of the challenges

faced in their preparation for their hybrid demonstration was finding a location where they could

do their demonstration. For their actual hybrid demonstration, one of the difficulties they

encountered was the noise in their surroundings. While one of their shared experiences after the

hybrid demonstration was feeling accomplished and relieved as the evaluator discussed the

evaluation report (Bungay, L. 2022).

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Personal Challenges encountered by Student Teachers

Anxiety in teaching is a very common phenomenon. Other terms that might suggest the

same meaning are “nervousness”, “pressure” or “lack of confidence”. Although not every

student-teacher faces all kinds of anxiety and stress, most of them have at least one innate

anxiety caused by their attitude toward teaching (Parker, 2011).

According to Duldulao, R. M. (2023), teaching interns experienced different challenges.

These challenges involved difficulty in classroom management and difficulty in creating learning

objectives. However, they showed positivity in their performance and applied the right coping

strategies to lessen their burden. Among these coping strategies were using effective classroom

management strategies, being confident, and asking assistance from their cooperating teacher to

cope with those challenges. Through these experiences, teachers learned to adjust and cope with

their challenges. Thus, they became better teaching interns.

Saricoban (2010) listed several challenges that student teachers face in their TP such as

putting theories into practice, choosing the appropriate method of teaching, and checking

whether the learning objectives were achieved or not. Furthermore, Priambodo (2012) asserted

that there are some internal factors that affect student-teachers’ attitudes in perceiving classroom

in which they teach real students. Those factors include material preparation, teaching technique,

classroom management, time management and self-confidence problem.

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Objectives of the Study

The main objectives of this study are to determine the Challenges Encountered during the

Internship of Bachelor of Elementary Education student teachers of Core Gateway College Inc.

Specifically, it aims to:

1. Determine the socio-demographic profile of the respondents in terms of age, sex and civil

status;

2. Identify the challenges encountered by student teachers during their internship in terms of

the pupils, preparation of instructional materials, cooperating teacher, within the

internship school environment and personal challenges met by the student teachers; and

3. Identify the possible recommendation/suggestions of the student teachers to those

challenges.

Scope and Limitation

This study is limited on the challenges encountered during the Internship of the

respondents. The research will be conducted at Core Gateway College Inc. located at Maharlika

Highway, San Jose City, Nueva Ecija with 33 respondents whom are male and female of 4 th year

college on the Academic Year 2023-2024.

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METHODOLOGY

This chapter presents the methods and procedures of gathering the data needed for the

research; namely, the research locale of the study, respondents of the study, sampling method,

research instrument, data gathering procedure, statistical analysis of the data and the validation

of the instrument are also included in this chapter.

Research Design

The researchers will use quantitative research with descriptive approach. It is a

quantitative research method that attempts to collect quantifiable information for statistical

analysis of the population sample. It is a popular market research tool that allows us to collect

and describe the demographic segment’s nature. Additionally, the quantitative part will assess the

challenges encountered by student teachers during their internship base from their answer toward

the provided questionnaire by the researchers.

Data Gathering Instrument

The researchers will use a survey questionnaire as the main instrument for the study

assisted by google form application to measure the challenges encountered by the student

teachers of Bachelor of Elementary Education in Core Gateway College Inc. Using Google

Forms as a survey questionnaire for researching student teachers, who are challenging to locate

due to their busy internship schedules, offers a convenient and accessible method for data

collection. With Google Forms, student teachers can respond to the survey at their convenience,

regardless of their location or hectic schedule, which increases the likelihood of participation.
 11

Part I dealt with the socio- demographic profile of the student teachers and will be

answered by supplying the needed information on the different items under profile variables such

as age, sex and civil status.

Part II dealt with the challenges met by student teachers in terms of the pupils,

preparation of instructional materials, cooperating teacher, within the internship school

environment and personal problems met by the student teachers. The respondents were also

given the opportunity to add some challenges which had not been included in the list.

Part III items dealt with the possible recommendation/suggestions of the student teachers

to those challenges. The respondents were also given the opportunity to add some

recommendations which had not been included in the list. The content validity of the

questionnaire was determined through consultations and gathering information with experts who

were knowledgeable on the topic and scope of the study.

Sampling

The research respondents are the 4th year Student Teachers of BEED in Core Gateway

College Inc. in the academic year 2023-2024. A total enumeration method will be employed in

the study, which involves the complete enumeration of all the numbers of respondents within the

scope of the study. That includes the overall total of BEED 4 th year student teachers which is

thirty-three (33) respondents. The researchers will personally administer the conduct of the study

during the available time of the respondents to avoid the disturbance of classes. This will be done

also to ensure that the questionnaire is not retrieved promptly.

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Data Gathering Procedure

The following steps will be taken to gather the needed data for the study: Researchers

will ask permission and approval from the president of the Core Gateway College Inc., which

will be followed by the dean’s authorization, and then request to sign the authorization letter of

consent from the teacher and lastly when the consents are being approved, the researchers will

deliver the questionnaire to the respondents through google form and analyze the data gathered.

To establish the reliability of the questionnaire, pre-testing will be done at San Jose Christian

Colleges in Santo Niño 1st, San Jose City Nueva Ecija prior to the conduct of the study.

Ethical Considerations

When conducting the investigation, the researchers will consider a variety of ethical

considerations regarding the respondents' personal information. In order to accomplish this, the

study has to ensure the confidentiality of the information that is provided by the respondents. The

researchers will indicate the goals and purpose of the study in the questionnaire through google

form. In the course of the study, the questions that may be asked may inquire about the personal

information of the respondent, which will assure that their personal information is kept private,

confidential, and highly protected, and measures have been taken to ensure the privacy of the

respondents. Furthermore, the researchers secured written consent from the respondents,

including the president, dean, and teachers of the respondents. As a result, the validity of the

research outcome will be increased.

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Data Analysis

The researchers will analyze the data through deductive approach. Specifically, the data

will be analyzed by evaluation of the profile variables of the respondents (age, sex and civil

status) by computation of frequencies and percentages; and determination of the challenges

encountered by student teachers during their internship in terms of the pupils, preparation of

instructional materials, cooperating teacher, within the internship school environment and

personal problems met by the student teachers in line with the questionnaire results, overall

means will be utilized. For the descriptive approach part, the four-point Likert Scale model will

be applied to it. We will calculate the descripted statistic using the means, standard deviation and

frequencies. The means will interpreted as follows: Very low in the point range of 1.00 – 1.49,

Low 1.50 – 2.49, High 2.50 – 3.49, and Very high 3.50 – 4.00.
 14

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Challenges Encountered during the Internship of Bachelor of Elementary Education

student teachers of Core Gateway College Inc.

Survey Questionnaire

The researchers will conduct a survey about the Challenges Encountered during the Internship of
Bachelor of Elementary Education student teachers of Core Gateway College Inc.. Rest assured
that all information and data will be treated as confidential and anonymous, and will only be kept
for research purposes as we will strictly follow the Data Privacy Act of 2012.
I will give my consent and permission to use the data that they gathered for this research;
for this; the researches have the responsibility to keep those data and my personal
information confidential.
□ Agree
□ Disagree

Part I: Socio demographic Profile

Name (Optional): __________________________________ Age: ______
Sex: □ Female □ Male Civil Status:___________
Part II: Challenges encountered by the Student Teachers

Direction: Answer the questionnaire below by putting check (✓) beside the statements that
corresponds to your answer.

4 – Always
3 – Often
2 – Sometimes
1 – Never
Statement 4 3 2 1
A. Challenges of Student teachers with their pupils
1. I encountered pupils that lacks of punctuality to go to
school.
2. I encountered pupils with different learning capabilities.
3. I countered pupils who spoke different dialect.
4. I encountered pupils who have different behavior inside
 19

the classroom.
5. I encountered pupils that lack of participation in the
class discussion.
6. I checked too much assignments and other activities of
the pupils.

7. I dealing with big number of pupils in a classroom.

B. Challenges with preparation of instructional 4 3 2 1

materials
1. I only have limited time to prepare instructional
materials such as lesson plans, and other equipment.
2. I lack financial support in purchasing materials for
teaching.
3. I have too many teaching materials needed for the
lesson.
4. I lack learning resources such as, books, modules and
facilities in the internship school.
5. I lack creativity skills in preparing instructional
materials.

C. Challenges with their cooperating teacher 4 3 2 1

1. I handle too much paperwork tasks given by the

cooperating teacher.
2. I lack support and guidance by the cooperating teacher
in terms of teaching pupils.

3. I gain mixed feedbacks of cooperating teacher after class

discussion
4. I encountered a lack of communication by the
cooperating teacher.

5. I encountered cooperating teachers who lack suggestions

towards the betterment of teaching-learning process.

D. Challenges met by student teachers within the 4 3 2 1

internship school environment
1. I encountered a lack of resources in the school such as,
facilities, technologies and learning equipment.

2. I struggle inside the classroom environment in terms of

the temperature.
 20

3. I encountered distraction in the surroundings in terms of

noises.

4. I encountered poor cleanliness in the surroundings that

can adapt health issues.

5. I noticed a lack of student teacher quarters or a space to

remain and work on school assignments.

E. Personal challenges met by the student teachers: 4 3 2 1

1. I encountered difficulty in getting transport to the school

of internship school program.
2. I encountered difficulty in instilling discipline among
pupils when the teaching supervisor is not around.

3. I encountered difficulty in teaching the pupils because of

lack of confidence.
4. I encountered difficulty in delivering ideas with
appropriate words or terms.
5. I encountered difficulty in managing my time because of
workload.

Part III: Recommendations

Direction: Answer the questionnaire below by putting check (✓) beside the statements that
corresponds to your answer.

4 – Always
3 – Often
2 – Sometimes
1 – Never
A. Recommendation in challenges of Student teachers 4 3 2 1
with their pupils
1. Use a different strategies or approaches to discipline the
pupils in terms of their attitudes and behaviors inside the
classroom.

2. Direct interactions and collaborations with pupils in the

classroom.
3. Provide opportunities for students to share their
 21

perspective and experiences

B. Recommendation in challenges with preparation of 4 3 2 1

instructional materials

1. Have a budget friendly instructional materials

2. Lessen the paper works given by the cooperating
teachers.

C. Recommendation in challenges with their 4 3 2 1

cooperating teacher
1. Have a good communication with your supervisor to
have a good quality of teaching.
2. More feedbacks and ideas from cooperating teacher to
motivate and improve my performance as an aspiring
educator.

D. Recommendation in challenges met by student 4 3 2 1

teachers within the internship school environment
1. Government support for school resources.
2. Keep the school environment clean and eco-friendly.

F. Recommendation in personal challenges met by the 4 3 2 1

student teachers
1. Self-evaluation regarding your teaching performance.
2. Student teacher should have a seminar and workshop to
have a proper orientation about the field.