Psychological and emotional impact of COVID-19 on TESOL: learning to teach EFL in a VUCA environment

Abstract

ABSTRACT Purpose Since a thorough understanding of the impact of the COVID-19 crisis on the teaching profession in general and on TESOL teacher education in particular will take some time, this paper sheds some light on the associated psychological and emotional challenges faced by EFL student teachers in learning to teach in a practicum setting under pandemic conditions. Design/methodology/approach Drawing on Vygotskian sociocultural theory as a framework for teacher professional development and based on a narrative qualitative research design, this study explores and makes sense of 36 EFL student teachers’ narratives or reflections on their perceived psycho-emotional challenges when adapting to the complex, ever-changing, uncertain and challenging reality of the crisis. Findings The study reported perceptions of uncertainty, psychological pressure and stress, as well as feelings of emotional vulnerability such as being overwhelmed by heavy workload, time pressure or constraints, frustration, powerlessness and anxiety among EFL student teachers during their learning-to-teach process. Originality/value This study concludes that student teachers must prepare themselves for a VUCA world in terms of reflective practice and emotional flexibility to effectively manage their psychological pressures and emotional vulnerability in uncertain and challenging times.