Abstract
This multiple-case study aimed to explore and understand the experiences of KCAST LET passers who were first batch products of K-12 curriculum. Using purposive sampling and inclusion criteria, the participating four (4) KCAST LET passers as first batch products of K-12 curriculum were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: high expectations of people; difficulty to adjust in K-12 transition’s content for LET preparation; and encountering changes in TOS. In response to the challenges they have encountered, they deem the following coping strategies essential: embracing the changes brought by K-12 curriculum; building collaboration with peers; strengthening communication with family; maintaining positive outlook; asking pieces of advice from other LET passers. Upon reflecting on their entire experience, they arrived at the following insights: the need to provide active participation on workshops and seminars for LET preparation; importance of fostering professional development; the need to enhance CSA for the next batch of LET takers. The results of this study were deemed significant by the participants, teachers, students, and researchers.
