Teaching Social Studies Online: Pre-Service Teachers in Focus

This study explored lived experiences, perceptions, and strategies of pré-service teachers in adapting to the online teaching environment in the Division of Tagum City, Philippines. Employing a phenomenological research design and using a purposive sampling technique, 14 pré-service teacher social studies teachers participated in the in-depth interview and focus group discussion. The data gathered was analyzed through thematic analysis. The results revealed that early preparation and strategic lesson planning significantly impact engagement in an online setting. However, these efforts are often disrupted by connectivity issues, limited access to resources, and difficulties in navigating digital platforms and tools. Even so, pré-service teachers employed innovative teaching strategies such as gamification that encouraged engagement among students, provided clear instructions to the learners, and set up online board discussions to address these challenges. The findings reveal that appropriate technological support and integration of digital platforms into social studies ensure learning continuity, and it emphasizes that teacher training and professional development can be effectively conducted through an online modality. This highlights mutual benefits for both pré-service teachers and learners, and continuous support and training in navigating digital platforms can serve as powerful tools in transforming social studies education in the digital age.