Towards a Sustainable and Disruption-Proof Teaching Internship Program: Lessons From the Pandemic and Flexible Learning Delivery Systems.
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| Title: | Towards a Sustainable and Disruption-Proof Teaching Internship Program: Lessons From the Pandemic and Flexible Learning Delivery Systems. |
|---|---|
| Authors: | Espinosa, Allen A.1 (AUTHOR) espinosa.aa@pnu.edu.ph, Gomez, Ma Arsenia C.1 (AUTHOR), David, Adonis P.1 (AUTHOR), Hermosisima, Ma Victoria C.1 (AUTHOR), Lansangan, Ryan V.2 (AUTHOR), de Borja, Joanna Marie A.1 (AUTHOR), Chan, Joefrey R.1 (AUTHOR), Santoyo, Ernie G.1 (AUTHOR) |
| Source: | Journal of Teacher Education for Sustainability. Jun2026, Vol. 28 Issue 1, p96-112. 17p. |
| Subject Terms: | *Internship programs, *Teacher education, *Virtual classrooms, *Educational planning, *Student teaching, *Instructional systems, *Open learning |
| Geographic Terms: | Philippines |
| Abstract: | The COVID-19 pandemic disrupted teacher education worldwide, raising critical questions about the sustainability of practice teaching as a core component of pre-service preparation. This study examines how six teacher education institutions (TEIs) in the Philippines reconfigured their practice teaching programs during the pandemic and identifies institutional strategies that enabled continuity under conditions of disruption. Using a multiple case study design, data were generated from 13 ethnographic focus group discussions involving practice teachers, cooperating teachers, supervising teachers, and coordinators. Thematic analysis revealed six interrelated dimensions of institutional adaptation: policy flexibility, partnerships, institutional support, capacity building, competency development, and supervision processes. Findings show that TEIs implemented a range of context-responsive adjustments, including localized deployment, flexible recognition of practice teaching requirements, integration of digital platforms, and alternative approaches to assessment and supervision. While these responses were largely reactive and exposed structural limitations in preparedness, they also demonstrated institutional adaptability and innovation. The study argues that sustainable practice teaching requires moving beyond crisis-driven responses toward models that embed flexibility, collaboration, and resilience within teacher education systems. These insights contribute to ongoing efforts to design disruption-proof practice teaching programs capable of responding to future uncertainties. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194972533 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194972533 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2478/jtes-2026-0006 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 96 Subjects: – SubjectFull: Internship programs Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Virtual classrooms Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Student teaching Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Open learning Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Towards a Sustainable and Disruption-Proof Teaching Internship Program: Lessons From the Pandemic and Flexible Learning Delivery Systems. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Espinosa, Allen A. – PersonEntity: Name: NameFull: Gomez, Ma Arsenia C. – PersonEntity: Name: NameFull: David, Adonis P. – PersonEntity: Name: NameFull: Hermosisima, Ma Victoria C. – PersonEntity: Name: NameFull: Lansangan, Ryan V. – PersonEntity: Name: NameFull: de Borja, Joanna Marie A. – PersonEntity: Name: NameFull: Chan, Joefrey R. – PersonEntity: Name: NameFull: Santoyo, Ernie G. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 16914147 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Journal of Teacher Education for Sustainability Type: main |
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