The global pandemic of COVID-19 has brought about many changes and challenges in our lives, interactions, relationships, and modes of learning and teaching and helped us learn how to adapt ourselves to unanticipated conditions to survive. It stimulated universities, schools, and institutions of higher education to rethink and restructure their policies to find solutions to the problems as well as researchers all around the world to help educational systems get out of the mess. This study aimed to contribute to the body of literature and investigated the impacts of COVID-19 on English language teacher education. Convenience sampling was employed to recruit thirty student teachers as the participants of the study. To do the study, the author used semi-structured interviews, focus group interviews (n = 20), student teachers' reflective journals (n = 10), and his own reflective journals to collect the data. Grounded theory was used for data analysis. The findings of the study revealed that there was a shift from anomaly to congruity, student teachers saw the pandemic as an opportunity, they felt the need for technology inclusion, development, and promotion in their educational contexts, there was an urgent need to train teachers and learners to use technology in their contexts to keep the education running, and teachers had to reconstruct their identities and turn to formative assessment. The findings can contribute to the body of literature and prompt English language teacher education programs, teacher educators, administrators, teachers, and policymakers to consider the findings while they are designing, upgrading, reforming, and running their syllabi, curriculums, and programs.
