I am 21 years old and I was born on July 5, 2000. I grew up in a simple community at Fairview, Quezon City. I love listening to music, singing, dancing, and acting for fun. I aspire to be a Teacher-Leader because I want to become a community leader in the future. I am an extrovert person but I love solitude. I enjoyed it when I am alone, but it is okay with me to be with my friends, especially with my circle. I love matcha and dogs. I am afraid of cats. I have 4 siblings; 3 of which are girls and a boy. My parents separated when I was 13 years old, and now we are with our mama.

I believe that teaching profession has called me. It was not my dream to become a teacher, honestly. Although I admire my previous teachers when I was in elementary and junior high, it is not really my dream to become a teacher until it's time for me to choose a school/ university for me to study college. I didn’t have a plan back then, I just go with my classmates who were applying in PNU. From about 10 applicants, including me in our section, only my friend and I have passed in the admission process. Now, I am loving it and I am passionate and dedicated to give my best service for the students and for the country.

This study is an exploratory research where the researcher aimed to know and understand how pre-service teachers in Jamaica perceived the concept of Education for all and how it impacted the education system of the country in various aspects and levels. The researcher was able to gather 24 pre-service teachers to participate in a 60-minure focused group discussion through purposive sampling. The findings showed that most of the pre-service teachers perceived quality education for all as being deeply affected by a lack of quality teachers, poor national economy, lack of parental and community involvement in education, limited to scarcity in education resources, and inadequate to no conducive learning infrastructures that enable students and teachers conduct a meaningful learning in school. With these results, the researcher argues that social reconstructionist approach should be incorporated in the existing and future teacher training programs for they believed that it is essential in transforming the education system of the country that is rooted to equity, equality, and justice. Teachers are essential key to improving quality education for all that capacitates student to being critical citizens.