Published on January 2026 | Higher Education, Pedagogy, Community-Based Action Research

Pre-service teachers’ reflections on their role in the community-based reading program initiative in Olongapo City: Insights, challenges, and growth

To become an effective teacher, one must understand the role of the community in forging a conducive learning environment for children. This case study examined the experiences of 21 pre-service teachers who were purposively selected to participate in a reading program initiated by a local higher educational institution in the Philippines. The program was generally implemented during the first semester of the 2024-2025 academic year as part of their community-based action research initiative. Utilizing a qualitative research design, the study employed a researcher-developed semi-structured interview questionnaire to gather rich insights from the participants. Data analysis follows a thematic analysis approach, explicitly using the Braun and Clarke (2006) method, to identify and interpret patterns within the narratives shared by the pre-service teachers. The study revealed five prominent themes: the program’s impact on student literacy and engagement; the implementation of innovative and diverse teaching strategies; pre-service teacher growth and professional development; challenges faced in teaching and adaptability; and the role of community building and social impact within the program. These findings highlight the multifaceted impact of the reading program on both the pre-service teachers and the student community. The study highlights the importance of immersive educational initiatives in shaping teaching practices, promoting professional growth, and improving student learning outcomes, while also emphasizing the need to address challenges to ensure effective program implementation and community engagement.