Lived Experiences of Early Childhood Teaching Interns in a Flexible Learning Environment

This study explores the lived experiences of Bachelor of Early Childhood Education (BECEd) student interns navigating a flexible learning environment at Cebu Normal University – Integrated Laboratory School. Employing a qualitative descriptive phenomenological approach and Colaizzi’s seven-step method, the research uncovers the multifaceted realities of internship under blended learning conditions. Three overarching themes emerged: (1) Confronting Challenges, encompassing sub-themes such as inadequate internet connectivity, complexities in delivering the teaching-learning process, and personal time management; (2) Overcoming Adversity and Acquiring Success; and (3) Experiencing Growth, with sub-themes highlighting the application of learned pedagogies, meaningful experiences, and the perceived convenience of flexible learning. Findings reveal that pre-service teachers are critically aware of both the benefits and limitations of flexible modalities, which significantly shape their professional growth. The study recommends improved internet infrastructure and the provision of adequate teaching resources to support pre-service educators. These insights contribute to the broader discourse on teacher preparation, particularly in optimizing internship practices within blended learning contexts. Further research across varied educational disciplines is encouraged to deepen the understanding of effective training approaches in the evolving landscape of teacher education.