Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

Abstract

Teaching practicum carries high significance in the initial teacher education because of its enhanced potential to provide the Student Teachers (STs) with the opportunities to put theories into practice and thus to learn the art of teaching under supervision. As revealed in educational literature, STs face a variety of dilemmas during their teaching practicum that influence their professional identity in either positive or negative ways. However, what dilemmas STs face during their teaching practicum and how those dilemmas influence their professional identity has received little attention from academics so far. This research aimed to address the said gap. Two groups of STs enrolled for Bachelor of Education (B.Ed) in a higher education institute in Pakistan and currently doing their teaching practicum were taken as research participants. Data were generated through focused group discussions. The emerging data were analysed thematically. Results showed that, during their practicum, STs undergo a variety of dilemmas created by the learners’ characteristics, limited interaction with students and reduced support mechanism. Most of the dilemmas emerge mainly because the STs have not been properly prepared considering the dilemmas they face at the classroom level. The emerging dilemmas predominantly and adversely affect the professional identity of the STs making them question their decision of opting for the profession of teaching. The implications of the insights emerging from this research are highlighted for initial teacher education institutes, teacher educators and cooperating schools.

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

“…Understanding these cultural nuances is crucial for comprehending how professional identities are constructed and negotiated in this specific context.While there is a growing body of literature on professional identity in ESL teaching(Ruegg & Williams, 2018;Tsui, 2007), research focused specifically on Pakistani university lecturers is rather limited. A study byNawab (2024) examined dilemmas faced by ESL educators in Pakistani universities but did not delve deeply into the construction and negotiation of their professional identities. This research aims to address this gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky…”