Dr. DOS SANTOS Luis Miguel, LouisLouisDr. DOS SANTOS Luis Miguel2023-10-122023-10-122024International Journal of Instruction, 2024, Vol. 17(1), pp.23-42.1308-14701694-609Xhttp://hdl.handle.net/20.500.11861/8233Open accessTeaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades.enCase StudyMaster of Arts in TeachingOnline LearningSelf-EfficacySensemaking ProcessSocial Cognitive ＣareerＭotivation ＴheoryStudent-Teaching InternshipPeer Reviewed Journal Article