Abstract
This qualitative study investigates the pedagogical training experiences of non-licensed Social Studies educators during their pre-service teaching in a government-owned Teacher Education Institution in Central Luzon, Philippines. Preservice teaching is a foundational phase in teacher preparation, serving as a bridge between academic coursework and the dynamic environment of real-world classroom practice. However, the increasing reliance on non-licensed educators which is often due to teacher shortages raises concerns about the preparedness, especially in delivering critical subjects such as Social Studies. Employing a narrative inquiry approach, the study gathered rich, first-hand data through indepth interviews and focus group discussions involving eight (8) pre-service teachers who had completed the preservice teaching but had not yet taken or passed the Philippine Licensure Examination for Professional Teachers. Thematic analysis of the narratives uncovered several important insights: while participants reported acquiring foundational knowledge of learner-centered pedagogy during the academic training, the participants encountered limited opportunities to apply these strategies in both in-campus simulations and during their practicum in cooperating schools. Additionally, participants cited a lack of consistent mentorship and feedback, which impeded their growth and confidence in instructional delivery. These findings underscore the urgent need for more practice-oriented, scaffolded training frameworks in TEIs. Strengthening mentorship, increasing classroom immersion, and aligning pedagogical theory with practical realities can significantly enhance the professional readiness of non-licensed Social Studies educators, ultimately improving teaching quality and student outcomes in the Philippine educational landscape.
Keywords: Licensure Examination, Narrative Inquiry, Pedagogical Training, Social Studies Educators.