Review of preservice English teachers’ teaching practicum in the COVID-19 pandemic

Abstract

Abstract This study aims to perform a systematic review that centers on research on the teaching practicum of preservice English teachers amidst the COVID-19 pandemic. To ascertain the primary concerns and offer a current portrayal of the teaching practicum for preservice English teachers, this study searched the topic within Web of Science, Scopus, and the ERIC database. The articles were meticulously reviewed and subjected to analysis based on the following criteria: (i) annual publication, (ii) sample size, (iii) employed methodologies, (iv) research contexts, and (v) predominant emerging themes. The search identified 69 studies in international peer-reviewed journals between January 1st, 2020, and May 4th, 2023. Five themes of concern emerged: Challenges, benefits, and countermeasures of teaching practicum; preservice English teachers’ emotions in teaching practicum; preservice English teachers’ professional identity and beliefs; professional competence demonstrated or developed during the teaching practicum; models or techniques of implementing teaching practicums. This systematic review offers insightful considerations within preservice English teachers’ teaching practicum research, prompting the need for additional studies in this intricate domain.

Keywords

• COVID-19 pandemic
• Preservice English teacher
• Secondary school
• Systematic review
• Teacher education
• Teaching practicum