Online Teacher Education in Times of Crisis: istening to Teachers’ Voices During COVID-19 .

As research emerges on emergency remote teaching and learning (ERTL) during the first wave of the COVID-19 pandemic, one specific context remains under-represented, and one group of learners’ voices remains unheard. To date, there is little research examining the experiences of teachers-as-learners already engaged in distance learning education at the start of the pandemic; Thus, this study set out to explore the lived experiences of TESOL teachers participating in a distance learning Teacher Education course between March and June 2020 in Cyprus. While it was assumed that distance learning courses would face minimal disruption, anec-dotal evidence suggested that teachers experienced significant challenges to their learning. Using interpretative phenomenological analysis (IPA), this study examines how twelve teachers enrolled in a distance learning Teacher Education in TESOL course made sense of their experiences during this period. It positions teachers’ experiences within a transitional and liminal space as they attempt to renegotiate and manage to compete multiple identities as students, teachers, and family members. The chapter concludes with a discussion of the ways in which teacher education providers may develop and teach courses that support distance learning. It is hoped that this study will contribute to a broader understanding of distance learning and online pedagogies in higher education during times of crisis.