Evolution of Pre-Service Teachers’ Knowledge and Dispositions Across Core Domains Following K-12 Classroom Immersion: A Practitioner Inquiry

Abstract

In response to the EdCom II mandate for the professionalization of pre- service teachers (PSTs), this practitioner inquiry addresses the ongoing research-practice gap that occurs when deeply rooted "apprenticeships of observation" resist formal pedagogical training. Grounded in Cultural-Historical Activity Theory (CHAT) and Situated Learning Theory, the study tracks shifts in PSTs’ professional attitudes and internalized cultural models during a two-week K-12 classroom immersion. Through a balanced qualitative analysis of data from 149 participants—collected via observations, post-immersion debriefings, interviews, and focus group discussions—the study examined the three foundational pillars of teaching: curriculum and instruction, classroom management, and relationships. Findings reveal a significant dispositional shift marked by systemic tensions and contradictions. These changes are characterized by a movement from stable, idealistic preconceptions toward more complex, authentic, and professionally grounded beliefs. The inquiry concludes with a detailed blueprint for Philippine teacher educators and curriculum designers, offering strategic recommendations for structuring field experiences that promote lasting professional growth.