This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range…

This empirical study aims to understand the assessment pedagogies used to support pre-service teachers' assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed…

In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives.…

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a…

A balanced interrelation between theory and practice is still often missing out in many (language) teacher education programs (Esteve, 2018; Lantolf & Esteve, 2019). Hence the need to critically analyze teacher educators' professional practice and rethink it. This paper presents a deep reflection upon the difficulties and the possibilities of…

Despite the large numbers of Chinese students in Western TESOL and English language teacher (ELT) programs, very little research has been conducted on these students and we know little about their practicum teaching. This qualitative research study addresses this knowledge gap by investigating the student teaching and post-lesson reflections of…

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and…

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification…

This study sought to investigate changes in pre-service EFL teachers' self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in…

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools;…

This article explores the potential and pitfalls of performative pedagogies for teaching literature that thematizes issues of race and racism and argues that racial literacy requires a rethinking of drama-pedagogical practice. An initial segment situates pedagogical discussions of race in North American German curricula within research on racial…

Second language (L2) teaching and learning to become a L2 teacher are charged with emotional work, which is inextricably connected to L2 teacher identity and agency (Kayi-Aydar, 2019). Research on the emotion labor of in-service L2 teachers (e.g., Benesch, 2018; Gkonou & Miller, 2020; Nazari & Karimpour, 2022) and L2 teacher identity…

This study investigates the identity construction and negotiation of four preservice English language teachers enrolled at a state university in Turkey during COVID-19 lock down within the theoretical framework of positioning theory and explores their digitalised practicum experience. The data collected through learning journals written by each…

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs…

The current paper reports the findings of a comparative study about the curricula designed for the English language teacher education programs (ELTEPs) in two countries, namely Kazakhstan and Turkey. The comparative analysis of the curricula focuses on the specific courses taken by the prospective teachers of English in each country. The courses…