Are Prospective Teachers Prepared for the New Normal- Reflections from Bihar, India

Abstract

The global COVID-19 pandemic has led to a significant rethinking and restructuring of work practices across various sectors, including education. Teacher education, in particular, faced new challenges as technological interventions became essential for maintaining instructional continuity amidst social distancing requirements. This study focuses on the role of technology in preparing prospective teachers, with a specific emphasis on the internship experience, which is crucial for applying theoretical knowledge in practical settings. Through interviews with 115 student teachers and their affiliates in Patna, Bihar, India, the research investigates the extent to which technology and innovative, tech-assisted methods are utilized during these internships. A mixed-methods approach was used, combining thematic content analysis for qualitative data and basic statistical analysis for quantitative data. The results indicate that many prospective teachers do not effectively integrate technology during their practicum, often due to insufficient training or limited resources at their educational institutions or host schools. As a result, these teachers may rely more on informal, everyday learning rather than formal training when incorporating virtual tools in their teaching. The findings have implications not only for teacher education in Bihar and India but also for other regions facing similar challenges in the wake of the pandemic.