Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective

Verónica Ormeño; Minerva Rosas

doi:10.15446/profile.v25n2.102959

Published

2023-07-28

Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective

Práctica pedagógica durante la pandemia en un programa de formación de profesores de inglés: la perspectiva de profesoras y profesores en formación

DOI:

https://doi.org/10.15446/profile.v25n2.102959

Keywords:

English language teaching, online remote teaching, practicum, preservice teachers (en)
enseñanza del inglés, enseñanza remota, práctica pedagógica, profesores en formación (es)

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Authors

Verónica Ormeño Universidad de Los Lagos https://orcid.org/0000-0002-7129-7142
Minerva Rosas Universidad de Los Lagos https://orcid.org/0000-0002-4904-7112

Abstract (en)
Abstract (es)

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants’ pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020–2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers’ problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.

Las prácticas tempranas y profesionales de un programa de formación inicial de profesores de inglés en una universidad chilena fueron reinventadas durante la pandemia de Covid-19 para dar continuidad al proceso de formación. Se analizaron el contexto y las condiciones en que dichas prácticas se desarrollaron y cómo influyeron en el conocimiento pedagógico y profesional de los profesores de inglés en formación. 42 participantes que realizaron su práctica pedagógica en el periodo 2020–2021 respondieron una encuesta en línea cuyos datos se analizaron mediante estadística descriptiva y análisis de contenido. Se identificaron problemas, fortalezas, debilidades y desafíos en la interacción de los participantes con estudiantes, profesores colaboradores y supervisores, y el desarrollo parcial de un conocimiento pedagógico y profesional. Los resultados pueden orientar adaptaciones a contextos educativos cada vez más desafiantes.

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How to Cite

APA

Ormeño, V. & Rosas, M. (2023). Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers’ Professional Development, 25(2), 49–64. https://doi.org/10.15446/profile.v25n2.102959

ACM

[1]

Ormeño, V. and Rosas, M. 2023. Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers’ Professional Development. 25, 2 (Jul. 2023), 49–64. DOI:https://doi.org/10.15446/profile.v25n2.102959.

ACS

(1)

Ormeño, V.; Rosas, M. Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues Teach. Prof. Dev. 2023, 25, 49-64.

ABNT

ORMEÑO, V.; ROSAS, M. Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 25, n. 2, p. 49–64, 2023. DOI: 10.15446/profile.v25n2.102959. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/102959. Acesso em: 23 mar. 2026.

Chicago

Ormeño, Verónica, and Minerva Rosas. 2023. “Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective”. Profile: Issues in Teachers’ Professional Development 25 (2):49-64. https://doi.org/10.15446/profile.v25n2.102959.

Harvard

Ormeño, V. and Rosas, M. (2023) “Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective”, Profile: Issues in Teachers’ Professional Development, 25(2), pp. 49–64. doi: 10.15446/profile.v25n2.102959.

IEEE

[1]

V. Ormeño and M. Rosas, “Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective”, Profile: Issues Teach. Prof. Dev., vol. 25, no. 2, pp. 49–64, Jul. 2023.

MLA

Ormeño, V., and M. Rosas. “Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective”. Profile: Issues in Teachers’ Professional Development, vol. 25, no. 2, July 2023, pp. 49-64, doi:10.15446/profile.v25n2.102959.

Turabian

Ormeño, Verónica, and Minerva Rosas. “Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective”. Profile: Issues in Teachers’ Professional Development 25, no. 2 (July 28, 2023): 49–64. Accessed March 23, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/102959.

Vancouver

1.

Ormeño V, Rosas M. Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues Teach. Prof. Dev. [Internet]. 2023 Jul. 28 [cited 2026 Mar. 23];25(2):49-64. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/102959

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1. Paola Julie Aguilar Cruz, Mónica Fernanda Garrido-Yagüe, Pablo Emilio Rodulfo-Elizalde. (2025). Pre-service Teachers’ Perspectives on Materials Development. Colombian Applied Linguistics Journal, 27(1), p.47. https://doi.org/10.14483/22487085.20635.

2. Kaspul Anwar, Juraidah Musa, Sallimah M. Salleh. (2025). From learning to practice: The role of preparation, acceptance, skills, and innovativeness in affecting preservice teacher technology integration. Education and Information Technologies, 30(7), p.9041. https://doi.org/10.1007/s10639-024-13181-1.

3. Peixia Shao, Zilong Pan, Chen Meng, Min Liu. (2025). Revealing pre-service teachers’ reflections regarding online practicum through the lens of TPACK. Education and Information Technologies, 30(6), p.7009. https://doi.org/10.1007/s10639-024-13053-8.

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