BEYOND THE CLASSROOM: EXPLORING PRE-SERVICE TEACHERS’ NOVEL ENCOUNTER IN THE COMMUNITY EXTENSION TEACHING ADVENTURES

Abstract

Teaching in the community extension plays a crucial role in teacher education programs, providing future educators with practical experience and exposure to diverse learning environments. This study aimed to explore the significance of pre-service teachers' lived experiences in teaching in the community extension, its impact on teacher preparation, and the benefits it offered to both pre-service teachers and the communities they serve. The purpose of this study was to explore the experiences of 4th-year students under the program of Bachelor of Elementary Education for the academic year 2023-2024 who are conducting their pre-service teaching training program in the community extension. The design used in this study is a qualitative methodology. Five students were chosen to be the respondents to this study using purposive sampling. The researchers employed an unstructured questionnaire, which was distributed to the respondents through an interview. The study uses qualitative inquiry to examine the difficulties, successes, and life-altering incidents that are experienced by student-teachers in different communities. The aim of this research is to find out how community involvement affects teacher training with a view to facilitating meaningful partnerships between local people and schools in the area. This research project is an attempt to understand pre-service educators’ struggles, victories, and life-changing experiences within diverse communities employing a qualitative approach. By exploring these events, this study sought to answer questions regarding the impact of community engagement on teacher preparation and growth.