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

Cecille Marie Improgo; Al Ryanne Gatcho; Wendy Lynn Conejar

doi:10.47750/jett.2023.14.05.042

Authors

Cecille Marie Improgo Bukidnon State University
Al Ryanne Gatcho
Wendy Lynn Conejar

DOI:

https://doi.org/10.47750/jett.2023.14.05.042

Keywords:

Teacher education, Practicum, Emergent literacy and numeracy, Radio-based instruction, Phenomenology

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 students 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.

Author Biographies

Al Ryanne Gatcho

Dr. Al Ryanne G. Gatcho is currently an associate professor in the School of Foreign Languages and Literature in Hunan Institute of Science and Technology, China. His research turf is an intersection between technology and literacy education: (1) Providing support to learning-disabled or struggling readers; (2) Teachers' and learners' use and integration of innovative technologies and practices in literacy education such as m-learning, gamified environment, virtual and augmented reality, massive open online courses (MOOCs), open educational resources (OERs), and social media; (3) Wide gaps in reading teachers' utilization of low-tech tools and high-tech tools; (4) Reading in the context of graduate and postdoctoral education, and (5) preservice teachers' development /improvisation/use of technology-based materials in teaching literacy.
Wendy Lynn Conejar

Wendy Lynn G. Conejar is a public elementary school principal at Schools Division Office of Tacurong City. She graduated Master of Arts in Education from Notre Dame of Tacurong College. She is presently taking PhD in Reading Education at Philippine Normal University.