Beyond the Numbers: A Journey through the Eyes of Pre-Service Teachers

Abstract

Mathematics is one of the essential subjects a person should learn starting from the beginning of his primary education. Thus, this study navigated the lived experiences of 10 (ten) pre-service teachers in teaching mathematics during the post-pandemic period in a state university in Tacloban City, Leyte, that was purposely selected. Through transcendental phenomenology research methods, the study navigated the challenges faced and highlighted the importance of looking beyond the numbers and examining the individual experiences of pre-service teachers. This study utilized Collaizzi’s data analysis, anchored in social cognitive theory and situated learning theory, that used semi-structured questionnaires, focus-group discussions, observation notes, and data recording. The findings revealed that pre-service teachers encountered various challenges in teaching mathematics, including technological turmoil, focus fizzle of students, fundamental floundering, and student retention resistance. The study also sheds light on the coping mechanisms adopted by pre-service teachers, including attaining emotional regulation, adaptability in a situation, and accessibility to interactive learning resources. Results emphasize the importance of supporting pre-service teachers through their journey to ensure their confidence and effectiveness in delivering high-quality mathematics education that meets the needs of all students.