Being a Pre-Service English Language Teacher in Covid-19 Times: A Narrative Study

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