Preservice Teachers as Extra Milers: Lived Experiences in Teaching Emergent Literacy and Numeracy in an Online Radio Program Improgo, Cecille Marie Ryanne Gatcho, Al Conejar, Wendy Lynn Teacher education Practicum Emergent literacy and numeracy Radio-based instruction Phenomenology 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. 2023-07-28T11:17:48Z 2023-07-28T11:17:48Z 2023-07-21 journal article Al Ryanne Gatcho , Cecille Marie Improgo ,Wendy Lynn Conejar (2023). Preservice Teachers as Extra Milers: Lived Experiences in Teaching Emergent Literacy and Numeracy in an Online Radio Program .Journal for Educators, Teachers and Trainers,Vol. 14(5). 490-502 https://hdl.handle.net/10481/84123 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Universidad de Granada