The Emotional and Social Long-term Effects on Pre-service Teachers on the University of Guanajuato in Mexico

The COVID-19 pandemic has significantly altered various facets of daily life, particularly impacting higher education. This study investigates the emotional and teaching long-term effects of the pandemic on pre-service English teachers at the University of Guanajuato. The sudden shift to online teaching and learning imposed numerous challenges, exacerbating stress and anxiety among students while affecting their pedagogical training. This research aims to provide a comprehensive understanding of these impacts by examining the experiences of pre-service teachers during the pandemic. By identifying effective strategies for supporting pre-service teachers in similar crises, this study contributes to the existing literature on teacher education in times of crisis. It offers valuable insights into improving teacher training programs to better prepare future educators for unexpected disruptions. The findings highlight the importance of resilience and adaptability in teacher education, emphasizing the need for robust support systems and innovative teaching practices. This research not only enriches academic knowledge but also provides practical recommendations for enhancing teacher preparation in the face of global challenges.