Bridging the Transition from Pre-Service Teaching to Classroom Practice: A Phenomenological Study of Professional Identity Formation, Adaptation, and Resilience among Future Educators in Philippine Basic Education

Abstract

The transition from pre-service teacher preparation to actual classroom practice represents a
critical developmental stage in teacher education. During this period, future educators encounter
authentic teaching experiences that challenge their pedagogical knowledge, professional
dispositions, and personal resilience. This phenomenological study explored the lived
experiences of Isabela State University pre-service teachers deployed in selected public
elementary schools in Echague, Isabela, namely Echague East Central School, Echague West
Central School, Echague South Central School, and Soyung Elementary School. Guided by
Professional Identity Theory and Experiential Learning Theory, the study examined how pre-
service teachers constructed their professional identities, adapted to classroom realities, and
developed resilience during field deployment. Using purposive sampling, twenty pre-service
teachers participated in in-depth interviews and reflective journaling. Data were analyzed
through thematic analysis. Findings revealed that deployment served as a transformative process
characterized by confronting classroom realities, adapting instructional practices, negotiating
professional identity through mentorship, cultivating emotional resilience, and strengthening
commitment to the teaching profession. The study highlights the importance of structured
mentoring, reflective practice, and institutional support in facilitating successful transitions
from teacher preparation programs to professional practice. The findings contribute to the
growing literature on teacher education and offer implications for enhancing field-study and
internship programs in Philippine higher education institutions.