Experiential learning in teacher education: perceptions, challenges, and opportunities in rural Philippines

Abstract

This study examined the perceptions, challenges, and opportunities of experiential learning courses (ELCs) among pre-service and in-service teachers in a rural Philippine context, using a sequential explanatory mixed-methods design. Findings show that both groups hold positive perceptions of ELCs and recognize their role in linking theory to practice and improving teacher preparedness. Pre-service teachers value ELCs for building confidence, enhancing pedagogical skills, and strengthening relationships with learners. In-service teachers highlight their importance in mentoring and professional development. Challenges for pre-service teachers include difficulties managing diverse learners and balancing time demands, while in-service teachers raised concerns about pre-service readiness, additional workload, and limited institutional support. Opportunities for growth in classroom management, pedagogical knowledge, and collaboration were identified. The findings affirm the continuing importance of ELCs in strengthening teacher education, particularly in rural contexts.