TESOL Practicum Boredom: Causes, Consequences, and Coping Strategies Among Pre‐Service Teachers

Abstract This study explores the causes, consequences, and coping strategies of boredom among TESOL pre‐service teachers during their practicum. While research on TESOL teacher education has addressed the emotional dimensions of teaching, the role of boredom in practicum remains insufficiently explored. Qualitative interview data were gathered and analyzed using the Job Demands‐Resources Model, which identified key factors contributing to practicum boredom, including the frustration of limited teacher autonomy, monotony of repetitive practicum routines, and gaps between practicum expectations and realities. The findings showed that when practicum tasks lacked professional relevance, boredom affected pre‐service teachers' instructional decision making, often restricting them to conventional rather than reflective teaching approaches. Although the participants employed various coping strategies, those that supported their active decision making in instructional design were more effective than passive approaches in mitigating boredom. Additionally, the sense of sustained boredom posed risks to long‐term professional motivation and identity perceptions. Therefore, the study emphasized understanding boredom as a significant emotional component of the TESOL practicum, highlighting its relevance for initial teacher education and professional well‐being, while urging programs to recognize boredom as a contextual challenge and offer support systems that stimulate emotional resilience and engagement.