Teaching Interns’ Perception on Blended Learning: Insights and Experiences

This qualitative study explores the lived experiences of teaching interns from the Bachelor of Early Childhood Education program at Cebu Normal University regarding blended learning. Utilizing Colaizzi’s descriptive phenomenological method, the research involved semi-structured interviews with teaching interns assigned to teach from Nursery to Grade 2 levels during the first semester of the academic year 2024–2025. The findings revealed three major themes: navigating the challenges and rewards of blended learning, engaging young learners through adaptive strategies, and cultivating essential teaching competencies. Interns encountered difficulties such as unstable internet connections and technological limitations, yet they demonstrated resilience by developing flexibility and adaptability in their instructional methods. They employed strategies like gamification, differentiated instruction, and maintaining a child-friendly environment to ensure student engagement. The study also highlighted the growth of essential professional values among interns, including patience, empathy, and communication skills, which are vital for 21st-century educators. This research underscores the potential of blended learning as a transformative component of teacher training. It offers practical insights for improving teacher education programs, emphasizing the need for institutional support, technological preparedness, and pedagogical innovation to better equip future educators for dynamic learning environments.