EFL preservice teachers' professional identity dilemmas during the last-stage practicum
The case of Chile
Bibliographic Data
| ID | 22024088 |
|---|---|
| Authors | Priscila Riffo-Salgado (0000-0003-2623-8052, University of Leeds, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 41-61 |
| Publication date | 2024-07-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL in Context (JOURNAL) |
| Journal identifiers | ISSN: 2209-0916 • E-ISSN: 2209-0916 |
| Publisher | Deakin University (PUBLISHER • AU) |
| DOI | 10.21153/tesol2024vol32no2art1939 |
| OpenAlex | W4400760778 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroğlu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher identity (LTI) amidst the complexities of the teaching practice. The article begins by contextualising the study, presenting an overview of the ELT national curriculum and how this is reflected in the practicum. Next, an exploration of LTI and how dilemmas can serve as tools for reconciling this identity will be drawn. Lastly, findings and conclusions will be presented. This study suggests that a locally responsive ELT pedagogy could empower PSTs to better navigate and transform challenges into valuable learning-to-teach opportunities. Accordingly, caring emerged as a tool for PSTs to better navigate political dilemmas in underprivileged contexts. By integrating contextual knowledge into curricula, PSTs could align their language teaching identities with specific needs, enhancing student engagement, motivation, and success in diverse educational settings
Art · Biology · Management · Media studies · Pedagogy · Political science · Practicum · Project commissioning · Publishing · Sociology · EFL/ESL Teaching and Learning · Law · Second Language Learning and Teaching
Approaches and Methods in Language Teaching
Framing Constructivism in Practice as the Negotiation of Dilemmas
Beyond ‘what works’
School and social educational vulnerability in Chile
Thematic Analysis
Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators
The potential of translanguaging as a core teaching practice in an EFL context
Resisting Linguistic Imperialism in English Teaching
Opening up ‘spaces for manoeuvre’
Language teacher identity
Postmethod Discourse and Practice
Reconceptualizing the Knowledge-Base of Language Teacher Education
"Seeing" Teacher Learning
Introduction
A Postmethod Perspective on English Language Teaching
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |