Abstract
The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic
and evolving teaching and learning processes. However, the use implies possible potential usage only
because what is measured is the number of views and downloads of the articles. This paper explored how
the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of
professional education courses. The study also determined the challenges in using these primary sources
and documented ways of overcoming them. Data were organized and analyzed using a thematic narrative
technique of Riesman as the analytical framework. The inquiry was participated by six faculty and six
students from the College of Education at a state university in Northern Mindanao in the first semester of the
school year 2019-2020. The necessary protocol was followed, and ethical considerations were secured
before the conduct of the study. An informed consent form was presented to each participant before they
signed it, signifying that they are not forced to participate in the study. The faculty had a focus group
discussion, while the students had a face-to-face interview with the researchers. Emerging themes revealed
that scholarly journal articles were utilized by exposing learners to varied writings, enriching course content
and learning, exposing them to process learning, preparing learners for classroom engagement, guiding
learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in
terms of the capability of the learners, interest and perception of learners, and the journal itself and its
contents. Documented ways of overcoming these challenges include time management, frequency of use,
selection criteria, and checking the author's background.