A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. impact this approach on teacher preparation is yet unknown may render pre-service teachers (PSTs) more vulnerable to challenges early professional through practice, especially when implementing methodology they been insufficiently introduced to. Following three students primary education who opted for practicum in CLIL class at Finnish training school, case study examines how these PSTs’ emotions understanding CLIL. based analytical categories identity emotion draws essay, diary, interview data. thematic analysis data suggests that met participants’ expectations building confidence was perceived as an overall instructive experience, improved by quality mentorship peer support received. However, feelings frustration or dissatisfaction accompanied moments conflict with incoming expectations, principally related using English further strengthened earlier conception language-oriented tool. Regardless whether practicums remain future option, acquiring disciplinary language knowledge alike are important aspects CLIL, could be optional part programs PSTs aware sensitive tool learning.