Date of Publication

12-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology

Subject Categories

Teacher Education and Professional Development

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Advisor

Oliver Baltazar Sta. Ana

Defense Panel Chair

John Addy S. Garcia

Defense Panel Member

Christine Joy A. Ballada
Maria Alicia Bustos-Orosa
Elmer D. Dela Rosa
Elisa Bernadette Entao Limson

Abstract/Summary

This study explores adaptive learning experiences and collaborative support mechanisms in pre-service teaching internships at a state university through the lens of the Complex Adaptive Blended Learning Systems (CABLS) framework. Using a qualitative case study methodology, the research examines how pre-service teachers navigate instructional challenges, leverage mentorship, integrate technology, and adapt to institutional policies to enhance their professional growth. Findings reveal that (1) diverse learner needs necessitate adaptive instructional strategies, (2) mentorship fosters professional development and experiential learning, (3) curriculum structures require contextual adaptation, (4) technology serves as both an enabler and a constraint, (5) learning support through institutional collaboration enhances identity formation, and (6) policies provide structure but demand flexible implementation due to resource constraints. These findings highlight the interdependence of CABLS components, reinforcing the dynamic nature of adaptive learning in teacher preparation. The study highlights the significance of structured mentorship, reflective practice, and professional development programs to prepare pre-service teachers with resilience and pedagogical competence. Finally, recommendations include theoretical expansion through localized and psychologically grounded models, practical enhancements in mentorship, classroom management, stress support, and institutional collaboration, as well as policy reforms to formalize partnerships and resource access. Future research should adopt mixed methods and longitudinal designs involving diverse stakeholders to deepen understanding of pre-service teacher development within adaptive internship ecosystems.

Keywords: CABLS framework, pre-service teaching, internship program, adaptive learning, collaborative support

Abstract Format

html

Language

English

Format

Electronic

Keywords

Student teachers; Mentoring in education; Blended learning

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Embargo Period

9-2026

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Available for download on Tuesday, September 01, 2026

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