Numerous researchers and educators have addressed the issue of reimagining teacher education during the pandemic [1,2]. However, there is a lack of research on how preservice teachers envision English language teaching (ELT). Hence, this qualitative study aimed to provide insight into how EFL preservice teachers perceive and envision ELT in the aftermath of the COVID-19 pandemic. The study involved 35 EFL preservice teachers from South Korea. Data were collected through interviews, observations, field notes, and argumentative essays written by the participants. Qualitative thematic analysis was employed to analyze the data, leading to three major findings. First, the participants viewed and envisioned ELT with an emphasis on human interactions, task-based teaching, individualization, and the use of technology. Second, they believed that teachers should play a crucial role in ensuring effective language teaching. Lastly, the participants highlighted the importance of well-prepared teacher education for preservice teachers in the post-pandemic era. These findings indicate the need for teacher education to address the needs and expectations of preservice teachers in the uncertain circumstances of the post-pandemic era.
Keywords: Technology use, preservice teachers, teacher education, EFL context
References:
[1] Flores, M. A. & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453-456.
[2] Roman, T. (2020). Supporting the mental health of preservice teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools. Journal of Technology and Teacher Education, 28(2), 473-481.
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