Ser un profesor de inglés en formación en tiempos de Covid-19: un estudio narrativo

Abstract

Pre-service English language instruction is fraught with tensions between academic goals at the university and those at the school. These conflicts were exacerbated by COVID-19 contingency. This critical qualitative narrative study aimed to understand three aspiring English language teachers’ perspectives they designed pedagogical innovations during their teaching practicum in the context of remote education. Data were gathered through semi-structured interviews and analyzed using grounded theory principles. Results show experiences before, during, and after the practicum. They serve as examples of both formal and experiential knowledge-based methods for practicum, as well as concern over the introduction of schoolteachers or supervisors. Finally, findings echo reflections from aspiring teachers’ lived experiences during teaching practicum. Conclusions call for agreement between the processes involved in language teaching development and academic needs, as well as pre-service teachers' autonomy for the enrichment of practicum.