The purpose of teaching practice as theorised from Work Integrated Learning (WIL) is to equip pre-service teachers with real-life experience of teaching in the actual school setting under the supervision of experienced teachers or mentors in their respective places of primary assignments. However, due to the outbreak of the Coronavirus (COVID-19), educational institutions globally were all closed to comply with the nationwide lockdowns instituted by various national governments, South Africa inclusive. This was done to discourage gatherings, reduce the rapid spread of the virus, and also practise social distancing. Consequently, the university introduced a new approach to teaching practice – the asynchronous method to ensure the aim of the programme was achieved. It is on this premise that this study explored pre-service teachers’ perceived usefulness of the asynchronous teaching practice in the COVID-19 era. The Technology Acceptance Model (TAM) was employed as a theoretical framework. The study, located within the interpretive paradigm, employed a qualitative research design to generate data through recorded lessons and document analysis from 21 participants who were purposively selected as sample. The thematic method was employed to analyse the data generated. Findings from the analyses revealed pre-service teachers’ exposure and adaptation to the new ways of teaching practicum, exposure to the diverse use of technologies in the classroom, and opportunity to grow as well as the opportunity to work at their own pace. The study provided implications for curriculum reform in higher education.

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