Abstract:Teacher identity and capacity are constantly evolving constructs in the formation and development of which field experience (FE) in initial teacher preparation programs performs a pivotal role. The review of related literature unveils that more research is needed to scrutinize the place of FE in the development of pre-service English teachers’ (PSETs) identity and capacity as teachers. For this reason, this qualitative case study is conducted in an attempt to explore the place of the context in which pre-servi… Show more
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