Research on novice ESL/EFL teachers' identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service…

This article reports the results of an introspective research conducted by a student-teacher and her advisor. Both met regularly over a period of one year and a half as part of the student-teacher academic work for the Research I class. As a result of their conversation the student-teacher and her advisor decided to document the former's…

Teacher identity has been an important issue in teacher education because teacher identity influences teachers' professional development. However, little has been explored in preservice teachers' identity formation within the EFL context of language teaching. In this study, the early influence on EFL student teachers' identity formation in…

In this paper, I argue that when teacher education (TE) only aims at student teachers' mastery of procedural knowledge, the envisaged intellectual development that teachers need so that they can, in turn, facilitate similar development in their learners cannot be realized. My argument is based on a study I conducted in Kenya, in which I…

Explicit and implicit discrimination against so-called non-native English-speaking teachers of English (NNESTs) continues to exist in professional TESOL contexts; however, inequities may emerge earlier, for example in TESOL preparation programme practicums, where the participation of NNESTs may be hindered, restricted, or even excluded. This…

The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated…

Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on…

The purpose of this study was to lay the groundwork for a theoretical framework for disruptive practice in the context of Saudi English as a foreign language student teachers' learning-to-teach experience. The participants of the study were given a professional development workshop, "Flip Your EFL Classroom," which introduced student…

Unfortunately, the journey to college can be lengthy for immigrants who must demonstrate English proficiency by completing a series of ESL classes while balancing work, family, and school (Blumenthal, 2002). At Southeast Community College (SCC), in Lincoln, Nebraska, the sequence ranges from classes in Beginning ESL to ESL for Academic Success,…

A critical incident is an unexpected event that occurs in the classroom. Teachers can uncover a new understanding of the teaching and learning process through reflecting on these critical incidents. This study explored the writing and discussion of critical incidents among six student teachers with their cooperating teachers in a practicum under…

Language teacher education programmes can be viewed as "change" programmes, particularly in their endeavours to re-shape cognition. However, often such programmes are found to be relatively ineffective in this regard. As a means of facilitating the desired change, trans-national language teacher education programmes, in which students…

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria's practicum activity and…

Drawing on activity theory, this qualitative case study examines the emotional experiences of Maria, a preservice teacher of English as an additional language (EAL) during the practicum in an Australian secondary school setting and the factors shaping these emotions. Data included interviews with the preservice teacher before and after the…

After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers' classroom experiences and their endeavour to develop professional skills. However, educational…

The purpose of this single-subject case study was to document the experiences of a teacher trainee during a 12-week microteaching process in the Distance English Language Teacher Training program (DELT). The student teacher subject responded to questionnaires, submitted online dialogue journals, and answered open-ended questions before and after…