How Does Emergency Remote Learning Affect the Future Career Readiness of Indonesian EFL Preservice Teachers?

Abstract

The study investigated how the policy of emergency remote learning during the global pandemic affected graduating English as a foreign language (EFL) preservice teachers. Using the social-cognitive career theory (SCCT) as the framework, this phenomenological study examined their readiness to start their career as EFL teachers. Additionally, it investigated participants’ self-efficacy regarding their competencies as teacher candidates. Using semi-structured interviews and employing purposive sampling by recruiting seven EFL preservice teachers from a private university in Indonesia, the study found that the policy of emergency remote learning affected the participants’ readiness for their upcoming careers as future EFL teachers. Although most of the participants claimed that they were ready to enter the work field as teachers, the study found they suffered anxiety and low self-efficacy regarding competence to teach. Finally, the importance of external support for study completion, as well as for career preparation, is indicated.