With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL…

Scholars and teacher educators continue to research ways to effectively promote culturally responsive practices (Gay, 2010; Lucas & Villegas, 2013; Villegas & Lucas, 2007) and culturally sustaining pedagogies (Paris & Alim, 2017) with pre- and in-service teachers. Daniel (2016) postulates that teacher preparation programs need to…

Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers' reflective practice and insufficient support of teacher educators have been noted in the literature. Against these…

Taking both personal and collaborative perspectives, the present study aims to sketch out emotion-bearing incidents during the practicum process over an extended period. Keeping in mind the significance of emotions in language learning and teaching, the present study aims, in particular, to see what emotions preservice EFL teachers (PSTs)…

Studies in this area are diverse regarding their scale, methodology and context. The purpose of this paper is to report findings from a systematic review of research into the practicum in English Language Teaching (ELT). In order to identify the main issues of concern and to provide a contemporary picture of practicum, 48 studies published in…

The focus of this paper is to investigate how teacher candidates reflect on their observations in practicum schools from a retrospective angle. First, ten English language teacher candidates, who were pairs during the practicum, wrote reflection reports considering the dynamics of a language classroom throughout a period of ten weeks. Those…

Language teacher identity (LTI) plays a significant role at various stages of a professional career. Yet, teacher preparation programs address LTI differently. The Certificate of English Language Teaching to Adults (CELTA) is the most widely recognized initial qualification. Examining how LTI is constructed during and after the acquisition of the…

Emotional agility has a fundamental role in educational contexts and developing agility skills in teachers is essential to enhancing their teaching effectiveness. The aim of this study is to improve preservice language teachers' emotional agility through a four-module workshop, equipping them with the necessary skills before they begin their…

Practitioner research has been gaining prominence as a means for professional development (PD) since it provides teachers with opportunities to reflect on, comprehend, and transform their practices. However, there is a dearth of research that examines how teachers learn in online communities established to mentor teachers across the world to learn…

Previous research has explored the possibility of changing preservice teachers' beliefs and has examined the role of methods courses and field experiences in shaping their pedagogical views. This study uncovers the beliefs of preservice Spanish teachers by examining how they evaluate a lesson at the beginning and end of a methodology course and…

Developments in technology have led to a rethinking of teaching delivery--instructors have found in digital devices an important way to attract students' attention. One of the many applications this technology could potentially have would be to encourage young learners to read through new multimedia products such as Web 2.0. In this article, I…

Preservice teachers need to be prepared to meet the diverse linguistic and cultural needs of their students in terms of both their content and language learning. One way they can support multilingual students is using students' home language in the classroom, regardless of whether the preservice teacher speaks the language or not. Biliteracy and…

Effective communication is a fundamental aspect of human relationships and a key interpersonal skill to be considered and developed at an EFL Teacher Education Program. Yet, a variety of challenges are posed for those in the process of becoming (proficient) users of English in an environment where Spanish is the main means of communication. Our…

This longitudinal study considered the constructivist-oriented English Language Teaching (ELT) program in a state university in Turkey as a dynamic variable, and examined its impact on pre-service teachers' beliefs about language learning and teaching over their four-year long program. In the study mixed-methods research design was adopted. The…

In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers' teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire's critical pedagogy which promotes diverse perspectives in language learning and teaching…