Asian Research Journal of Arts & Social Sciences

Reading difficulties remain a persistent concern in Philippine basic education, creating opportunities for pre-service teachers to engage in community-based literacy support before entering professional practice. This study explored the lived experiences of elementary pre-service teachers who volunteered as tutors in Brigada Pagbasa, a community-based reading program conducted in partnership with the Department of Education. Using a qualitative phenomenological design, the study drew on semi-structured interviews with pre-service teachers from the Bachelor of Elementary Education program at Apayao State College who provided weekly tutorial sessions within a service-learning framework without receiving academic credit. The data were analyzed using Saldaña's coding technique. Five themes emerged from the participants' accounts: motivation and purpose, enjoyment and fulfilment, challenges and learning, confidence and personal growth, and a sense of responsibility and impact. Participants described the tutoring experience as an opportunity to apply theoretical knowledge, respond to difficulties encountered while working with struggling readers, seek appropriate teaching strategies, and reflect on their developing roles as future teachers. Their accounts also indicated perceived growth in confidence, professional responsibility, and understanding of learners' needs. The findings suggest that community-based reading engagement can provide a meaningful context for connecting teacher education coursework with authentic instructional experience while strengthening reflective and community-oriented dimensions of pre-service teacher preparation.