This paper reports on an experience of preparing aspiring English language teachers for remote teaching during pandemic lockdown period and facilitating their professional learning as part of a practicum course in a postgraduate English language teaching programme in an Indian university. Using a phenomenological approach, it analyzes the experience of the instructor and 11 student teachers to understand the phenomenon of professional learning towards teacher preparation during the pandemic, and reports on emergent ideas obtained by observing behaviour and interactions during the course delivery and administering questionnaires. It concludes that multi-mode delivery, instructor support through multi-level graded feedback and support materials, minimized transactional distance, collaborative practices, reportedly positive effect on the knowledge base and confidence level, and improvement in self-efficacy mark the essence of the experience of facilitating professional learning in the English language teacher education context of the study.
Pranjana Kalita Nath (Sun,) studied this question.