Exploring the Resilience among Pre-Service Teachers in an Evolving Academic Environment through Photovoice

In today’s fast-evolving academic landscape, pre-service teachers (PSTs) face increased demands in navigating digital tools, diverse classrooms, and emotional stress, particularly during their teaching internships. This study explored the resilience of pre-service teachers in an evolving academic environment in one of the private higher institutions in Misamis Occidental during the academic year 2024-2025. Using a qualitative approach through a participatory action research design, the study employed photovoice methodology. The participants of the study were the ten (10) fourth-year secondary education PSTs specializing in English. They were selected through purposive sampling. Data were gathered through in-depth interviews guided by the SHOWED framework. Hyper Research was used to analyze the study participants' responses, which aided in the formation of themes. Findings revealed six major themes: navigating technological barriers in digital- centric classrooms, embracing and managing student diversity in the classroom, cultivating inner balance through personalized coping mechanisms, drawing strength from purpose and support systems, acknowledging mentorship as a catalyst for growth and professional identity, and recognizing peer relationships as pillars of emotional resilience. It was concluded that pre-service teachers' professional growth and emotional resilience are shaped by how they manage challenges, cope personally, and draw support from purpose, mentorship, and peers. It is recommended that school administrators support pre-service teachers through improved infrastructure, mentorship, and inclusive education policies.