Resilience in crisis: A mixed-methods analysis of pre-service teachers’ sentiments on remote learning and practice teaching experience

Abstract

This study explored the sentiments of practice teaching students at a Philippine state university during the pandemic. Employing a mixed-methods approach, the study investigated the sentiments of 81 practice teachers as they adapted to emergency remote teaching and fulfilled their practice teaching responsibilities. Participants provided three-word descriptions of their experiences in different scenarios and were analyzed through sentiment analysis. The findings revealed predominantly positive sentiments: 74.1% expressed favorable views toward emergency remote learning, while 79% reported positive sentiments regarding their practice teaching experiences. A chi-square test indicated no significant association between their sentiments toward remote learning and practice teaching, suggesting these experiences were evaluated independently. Quantitative findings were corroborated through follow-up open-ended online communication. The study underscores practice teachers’ resilience during uncertain times, highlighting the critical role of family support, institutional support, and well-structured training programs in sustaining teacher education amid disruptions. While challenges such as socio-economic concerns, technological limitations, and home learning complexities were noted, students demonstrated adaptability through resource management and technical skill development. These insights offer valuable implications for program administrators and policymakers in designing responsive and supportive practice teacher training programs tailored to the evolving higher education landscape.