Preservice Teachers as Extra Milers: Lived Experiences in Teaching Emergent Literacy and Numeracy in an Online Radio Program

Abstract

The present study explored preservice teachers’ lived experiences in teaching emergent literacy and numeracy in an online radio program of a Philippine elementary public school to fill a lacuna in online practicum experiences. Utilizing phenomenology as a methodological framework, preservice teachers’ firsthand experiences as online radio teachers were explored to acquire a better grasp of what they went through in developing their learners’ emergent literacy and numeracy skills. The finding of this study revealed three themes that underscored three stages of their practicum experiences: (1) Tuning In, (2) From AM to FM, and (3) Don’t Switch the Channel. The essence of their lived experiences offered insights that they are extra milers suggesting that their online practicum journey is a fulfilling yet challenging accountability for personal, professional, and institutional growth. The study offers policy recommendations for strengthening technology integration in teacher education programs and institutionalization of teacher educators’ technopedagogical knowledge and skills, redounding to knowledge and skills development of preservice teachers.