📄 Abstract
Online teaching is an introduced platform due to the pandemic brought by COVID-19. College practitioners teaching elementary students are engaged in challenging situations, teaching through the use of online platform. The online technology is an effective learning tool that enhances the preservice teachersâ?? capabilities to teach through the online program. Specifically, this pandemic can cause pressure towards the BEED college students upon to their teaching demonstration and every institution is abruptly shift to online class due to the global health issues. Using a qualitative research design study, this paper aims to explore and to unveil the lived experiences of Bachelor of Elementary Education college students in teaching demonstration through online platform. It is used to describe how college students experience a certain phenomenon. In the study, 8 first year to fourth year college students from the education department were purposely selected to participate. The researcher gathered information from the participants through in-depth interviews. There were seven major themes revealed in this study: boost confidence; build communication skills; difficulty in delivering lesson; unstable internet connection; ask others help; finding alternative ways and back to face to face. Moreover, the study found that unstable internet connection was the major problem encountered by the college students to perform their teaching demonstration through online platform. But the lived experience of the college students in online class should be understood and provide a lending ear and to be heard a voice for building a strong understanding about their learning journey in this pandemic crisis.
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📚 How to Cite:
Crystel Mae Rodriguez, Rona Masinaring, Analyn Mamaumbon, Gabrele D. Cubero , UNVEILING THE LIVED EXPERIENCES OF COLLEGE STUDENTS IN TEACHING DEMONSTRATION THROUGH ONLINE PLATFORM: A PHENOMENOLOGICAL STUDY , Volume 8 , Issue 10, october 2022, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra11558