World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), p.152
Sha Honey S. Villarente
Southern Masbate Roosevelt College
This study explores the real-life experiences of pre-service teachers as they go through the challenges of off-campus demonstration teaching. Using a qualitative narrative inquiry approach, the study focuses on 15 student teachers from Southern Masbate Roosevelt College who conducted their final teaching demonstrations in unfamiliar school settings. Their stories were gathered through reflections, interviews, and personal narratives to better understand the emotional, mental, and professional struggles they encountered along the way.
Using thematic analysis, several key themes emerged: (1) Teaching Amid Uncertainty, (2) Managing Classroom Realities, (3) Confronting Imposter Syndrome, (4) Technological and Environmental Challenges, and (5) Developing Adaptive Resilience. Participants described their experiences as “building the bridge while walking it,” highlighting the tension between meeting professional expectations and coping with real-time difficulties such as technical disruptions, unfamiliar student behavior, and performance pressure from evaluators.
The findings suggest that demonstration teaching is not just about showing teaching skills, but also about learning how to adapt, stay composed, and grow in difficult situations. Although many participants experienced anxiety and self-doubt, they gradually learned how to adjust their strategies and handle challenges more effectively. These experiences played an important role in shaping their confidence and professional identity as future teachers.
Overall, the study highlights that effective teaching is not about being perfect, but about being flexible, responsive, and willing to learn from experience. It also points to the need for teacher education programs to better prepare students for the realities of the classroom, rather than focusing only on ideal teaching performance.
Keywords: Narrative Inquiry, Pre-service Teachers, Demonstration Teaching, Off-Campus Placement, Adaptive Resilience, Professional Identity, Imposter Syndrome
