Covid-19 has impacted all spheres of human life worldwide, including educational institutions and organizations. As a result, humans' daily lives were thrown into disarray. During the 1st,2nd & 3rd waves of covid-19, Students of schools and educational institutions have been trapped in uncertainty in India. Teacher education institutions have also been affected in their theory & practical and started to conduct classes online. Many teacher education institutions skipped their internship programme because of school closure and not the availability of students.

In contrast, some institutions have started to conduct micro-teaching, peer teaching, and simulation teaching online/virtually. Teachers, prospective teachers, and students have been facing problems in the virtual teaching-learning process from 1st wave of covid-19. Virtual/Online/e-learning became popular because it provides greater learning flexibility, Inclusivity that enables learners or users to access without restrictions of time and place with the help of the computer, the internet, mobile, etc. Besides its benefits and amenity, virtual learning also has issues and challenges because of its immediate implementation in the education system. This study aimed to discover the issues and challenges faced by the prospective mathematics teachers during the 2nd wave of covid-19 in their Virtual Internship Programme. The research methodology was qualitative. The researcher purposively selected the prospective mathematics teachers, and semi-structured one-to-one telephonic interviews were conducted to collect data. The researcher found challenges related to effective use of ICT, smooth curriculum transaction, and assessment based on the interview. Therefore, Teacher education institutions should focus on these issues and challenges and train prospective teachers for virtual teaching.

Keywords: Teacher education, Virtual Internship, Prospective Mathematics Teacher, Technology.