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Abstract
This original study on the perceived effects of online practicum on teaching experience of pre-service teachers aims to reveal the opinions of newly appointed teachers having completed their practicum online in 2021. This study adopted a qualitative case study method and data were collected through an online survey. Answers to the research questions were analysed by the content analysis method. Newly appointed English language teachers listed technology use, preparation of online materials, and alternative teaching and assessment methods as perceived positive outcomes of online teaching practicum. As for the perceived negative outcomes, these teachers emphasized the inefficiency of classroom management skills, the challenges of attending practicum at various schools and levels, the problems with knowledge and experience in management issues, and ineffectiveness of mentor teachers. Despite the benefits 2021 graduates experienced during online practicum, the schools they were appointed are reported to be unprepared for technology integration and lack flexibility for such an integration. Hence, instead of top-down enforcements, changes in education should be encouraged at the local level.