Adaptation challenges in learning to teach EFL in a VUCA world: What have we learned from the COVID-19 experience?


  • Juan de Dios Martínez Agudo University of Extremadura



VUCA world, learning-to-teach, adaptation challenges, adaptability, reflective practice


The COVID-19 pandemic has impacted education in general and teacher education in particular in various ways around the world. As teachers have played a leading role during the crisis, it is key that their voices be heard. Drawing on Vygotskian sociocultural theory as a framework for teacher professional development, this exploratory study seeks to make sense of the main adaptation challenges faced by 18 Spanish EFL teacher candidates in their learning-to-teach process in a practicum setting during the pandemic. Based on a narrative qualitative research design, a thematic content analysis was used for the qualitative data gathered through open-ended questions. Findings revealed that the crisis has resulted in teaching adaptation challenges in terms of traditional expository teaching models, difficulty in understanding and being understood as well as a lack of interaction and relationship with learners. Adaptability and reflective practice have proven to be key strategic features of professional competence in a volatile, uncertain, complex, ambiguous (VUCA) world.


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Como Citar

Martínez Agudo, J. de D. (2023). Adaptation challenges in learning to teach EFL in a VUCA world: What have we learned from the COVID-19 experience?. DELTA: Documentação E Estudos Em Linguística Teórica E Aplicada, 39(4).