Lived Experiences of Pre-service Teachers in Online Practice Teaching: An Exploration of the Connectivist Pedagogies

Abstract The connectivist pedagogy, based on connectivist learning theory, is a widely used approach in open and distance e-learning that enables learners to gather information and exchange knowledge through various online tools and platforms. One of the benefits of technological advancement is the use of online practice teaching programs in higher education institutions. While these programs offer new opportunities, they also present unique challenges. Despite the extensive research in online teaching practices, uncertainty surrounding the application of connective principles and networked learning characteristics has persisted. This area of study remained largely unexplored, necessitating further investigation. To address this research gap, it was deemed essential to comprehend how pre-service teachers (PTs) acquire knowledge in the context of emerging technologies. A phenomenological-hermeneutic approach was utilized to investigate the lived experiences of twelve (12) PTs who had completed online practice teaching within connectivist pedagogies. The study was conducted at a state university in the Philippines, where the integrated networked learning approach was implemented. Focus group discussions with a reflective framework, interviews conducted using a phenomenological interview framework, and journal reflections served as the primary data collection methods. The collected data were analyzed through thematic analysis. Findings revealed a mesh type of network in which PTs engaged in a cyclical process: seeking information and understanding their students' needs, finding essential tools and resources, collaborating in the network, enhancing teaching approaches, and reflecting. This process strengthened PTs Professional Learning Networks (PLNs). However, challenges such as communication barriers, maintaining student engagement, technical difficulties, and unspoken conflicts with mentors and peers emerged. PTs employed coping strategies to address these challenges, including improved communication, adapting diverse instructional methods, and reflective practice. Critical areas for program improvement were identified, including the selection process, pre-service training, technical support, mentoring, infrastructure, and resource allocation. Building on these findings, a program model for local and international practice was proposed to optimize online practice experiences.