The aim of the study is to explore the ELT preservice teachers’ perceptions of self-compassion during their teaching practicum. The teaching practicum itself is one of the most important challenges that preservice teachers face during their education at the faculty. The teaching practicum means one more step close to being a teacher, so the preservice teachers may feel more stressed and anxious than ever during their practicum. Showing compassion for oneself and others may affect life and job satisfaction. Thus, this study focuses on the self-compassion of preservice teachers. This qualitative study employed a phenomenological study design to gain in-depth data on the perceptions of the preservice teachers. With purposive convenience sampling, 17 preservice teachers participated in the study. Focus-group interviews and semi-structured interviews were employed to collect data. The data were analyzed through thematic content analysis. The findings showed that preservice teachers experience mainly three challenges during their teaching practicum: instruction, time and class management. Although the participants tend to show self-compassion through positive self-talk, the findings revealed more themes related to negative self-talk. Thus, it is suggested to raise awareness of the importance of self-compassion during the teaching practicum through short training or activities integrated into the reflective teaching course.

Self-compassion, English Teacher Training, Teaching Practicum.