Contemporary Perspectives on Student Teacher Learning and the TESOL Practicum

TLDR: In this article, the authors provide theoretical and research-driven perspectives on student teacher learning undergirding TESOL practica, based on a social constructivist approach, such as teacher learning as a social activity as well as an emotional process, formation of teacher identity and the importance of mediation.

Abstract: This introductory chapter begins by providing theoretical and research-driven perspectives on student teacher learning undergirding TESOL practica, based on a social constructivist approach. Concepts such as student teacher learning as a social activity as well as an emotional process, the formation of teacher identity and the importance of mediation are presented. This conceptual overview is then followed by a description of the TESOL practicum itself. The description points to the complex nature of practicum, considering its various models, as well as aspects such as: the timing of practicum within a TESOL programme, relationships with schools in relation to fieldwork placements, the qualities of practicum supervisors and coordinating teachers, the characteristics of pre- and post-observation feedback conferences with student teachers, and ways of supporting student teachers through assessment as well as promoting reflection. As such, this chapter lays the groundwork for the rest of the volume that shares locally relevant as well as innovative practices in the TESOL practicum around the world.