the impacts of covid-19 pandemic on language teacher education: challenges and opportunities

The global pandemic of covid-19 has brought about many changes and challenges in our lives, interactions, relationships, and modes of learning and teaching and helped us learn how to adapt ourselves to unanticipated conditions to survive. it stimulated universities, schools, and institutions of higher education to rethink and restructure their policies to find solutions to the problems as well as researchers all around the world to help educational systems get out of the mess. this study aimed to contribute to the body of literature and investigated the impacts of covid-19 on language teacher education. the author employed convenience sampling to choose participants, thirty pre-service teachers. to do the study, the author used focus group interview (n = 20), reflective journals (n = 10), and grounded theory, respectively to gather and analyze data. findings revealed that there was a shift from anomaly to congruity, student teachers saw the pandemic as an opportunity, they felt the need for technology inclusion, development, and promotion as new alternatives in the educational contexts, there was an urgent need to train teachers and learners to use technology in their contexts to keep the education running, and teachers had to reconstruct their identities and turn to formative assessment. the findings of the study can contribute to the body of literature and prompt educational systems, teacher education programs, teacher educators, administrators, policymakers, and other key stakeholders to consider the findings while designing, upgrading, reforming, and running their syllabi, curriculums, and programs.

The Impacts of COVID-19 Pandemic on Language Teacher Education: Challenges and Opportunities

The global pandemic of COVID-19 has brought about many changes and challenges in our lives, interactions, relationships, and modes of learning and teaching and helped us learn how to adapt ourselves to unanticipated conditions to survive. It stimulated universities, schools, and institutions of higher education to rethink and restructure their policies to find solutions to the problems as well as researchers all around the world to help educational systems get out of the mess. This study aimed to contribute to the body of literature and investigated the impacts of COVID-19 on language teacher education. The author employed convenience sampling to choose participants, thirty pre-service teachers. To do the study, the author used focus group interview (n = 20), reflective journals (n = 10), and grounded theory, respectively to gather and analyze data. Findings revealed that there was a shift from anomaly to congruity, student teachers saw the pandemic as an opportunity, they felt the need for technology inclusion, development, and promotion as new alternatives in the educational contexts, there was an urgent need to train teachers and learners to use technology in their contexts to keep the education running, and teachers had to reconstruct their identities and turn to formative assessment. The findings of the study can contribute to the body of literature and prompt educational systems, teacher education programs, teacher educators, administrators, policymakers, and other key stakeholders to consider the findings while designing, upgrading, reforming, and running their syllabi, curriculums, and programs.