Online pre-service English teacher’s practicum and the lived human relation
Abstract
The practicum is a crucial stage in a future teacher’s life. Pre-service English teachers did their practicum online due to the COVID-19 pandemic. Online practicum is a challenge because of a lack of technological skills and little interaction between teacher-students. This paper describes a narrative inquiry that focused on the lived experience of being online pre-service English teachers to gain insights into how they experienced the lived human relation. It is a qualitative narrative study that analyzed two cases in-depth. The participants were recruited by maximum variation criteria including individuals related to the conceptual questions, diversity regarding the students’ attendance (full-time student or blended-learning student), and the practicum’s class grade taught. Data were gathered through autobiographical accounts and follow-up interviews. The results are presented narratively. The participants’ stories emphasized the importance of the lived human relation and how it impacted the pre-service English teacher practicum. Despite the distance practicum’s lack of interaction reported in the literature, it is stressed that building up a pedagogical relation is possible and necessary. It is concluded that the lived human relation was an essential existential dimension that helped pre-service teachers improve their classes and become a teacher even in online settings.
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