Pre-service EFL teachers' professional learning experiences and stakeholder interactions during emergency remote teaching practicum

This study aimed to examine the Emergency Remote Teaching practicum experiences, challenges, expectations, and stakeholder interactions of 4th-grade pre-service English as a Foreign Language (EFL) teachers studying at a large state university located in the Northwest of Turkey. The utilized research method is a phenomenological qualitative study as it focuses on the lived experiences of pre-service EFL teachers. The participants of the study include 44 senior pre-service teachers studying at an English Language Teaching Department at a state university in the Northwest of Turkey. To examine qualitative data, semi-structured focus group interviews, open-ended surveys, and post-teaching reflection forms filled by EFL pre-service teachers after teaching at the practicum were collected and analyzed. Focus group interviews and open-ended surveys were conducted online due to the global pandemic. Data analysis was conducted with the qualitative content analysis methods and the qualitative data analysis software named MAXQDA 2020 was employed. The analyzed data were divided into main themes, generic categories, and subcategories. The data were gathered under three main themes namely, Affordances, Constraints, and Attunements. The findings of the study revealed that pre-service EFL teachers faced both positive and negative experiences during the online practicum.The findings also revealed that while some pre-service teachers had the chance to interact with practicum stakeholders and gain professional experience during the process, some faced technological and technical problems, and problems with the lack of a physical classroom, classroom management experiences, and limited interaction with stakeholders and students. In addition, participants indicated aspects that can be improved for future professional learning experiences, based on their practicum experiences. Finally, in light of the findings of the current study, implications related to the professional learning opportunities have been offered for teacher education programs and policymakers.