TESOL Practicum in the Pandemic Era: The Emotions and Strategies of Teacher Candidates

Hyun-Sook Kang, Yoonjin Nam-Huh

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter explored the emotional challenges experienced by the teacher candidates in relation to school closures and other associated changes spurred by the global pandemic upended. Focusing on two undergraduate students pursuing elementary education with an ESL/bilingual education endorsement at the University of Illinois at Urbana-Champaign, we examine how the teacher candidates negotiate emotional conflicts, and the strategies they adopt to resolve such emotional challenges. Following a narrative perspective on teacher emotions, we draw on in-depth interviews and multiple journal entries to understand the emotional challenges experienced by these teacher candidates. Qualitative analysis of the narrative data uncovers a range of complex emotions on full display in response to changes in various aspects of student teaching. Drawing on their care and empathy for students as well as their teacher training experience, the teachers in training adopted pedagogical strategies while negotiating emotional conflicts related to instructional and curricular changes brought on by the pandemic. The implications of these findings for future research and teacher development are discussed.
Original languageEnglish (US)
Title of host publicationInnovating the TESOL Practicum in Teacher Education
Subtitle of host publicationDesign, Implementation, and Pedagogy in an Era of Change
EditorsChang Pu, Wayne E Wright
PublisherRoutledge
Pages52-63
Number of pages12
ISBN (Electronic)9781003193937
ISBN (Print)9781032046150
DOIs
StatePublished - Jul 14 2022

Publication series

NameRoutledge Research in Language Education

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