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Exploring Preservice Teachers’ Readiness and Attitudes Toward Online Teaching: Implications for Teacher Education Programs
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Parviz Ahmadi *   |
| Farhangian University |
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Abstract: (763 Views) |
The rapid transition to online learning during the COVID-19 pandemic has highlighted the need to examine preservice teachers’ readiness and experiences with digital instruction. This qualitative study explored the perspectives of 15 undergraduate EFL preservice teachers and a focus group of 5 teacher educators at a public university in Sanandaj, Kurdistan Province, Iran. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify key patterns in technological competence, pedagogical integration, student engagement, and professional support. Findings revealed that participants’ engagement with online platforms was largely driven by necessity, with initial struggles in technical operation and lesson adaptation gradually giving way to growing confidence and autonomy. Despite developing practical skills, many preservice teachers encountered challenges in designing interactive lessons, maintaining student motivation, and addressing infrastructural limitations. Teacher educators emphasized the importance of mentorship, reflective practice, and structured guidance in building pedagogical readiness. The study also highlighted a gap in context-specific preparation in Iran, particularly regarding institutional support and tailored professional development for digital teaching. Implications suggest that teacher education programs should integrate experiential training, ongoing mentorship, and context-sensitive strategies to bridge the gap between technical competence and effective online pedagogy. This research contributes to understanding the factors influencing preservice teachers’ preparedness for online language instruction and provides practical recommendations for enhancing teacher education in digitally mediated environments.
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| Keywords: distance education, digital literacy, instructional strategies, teacher preparation, classroom technology |
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Type of Study: Research |
Subject:
General
Received: 2025/10/17 | Accepted: 2026/02/5 | Published: 2024/09/21
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