EFL preservice teachers' professional identity dilemmas during the last-stage practicum: The case of Chile

Abstract

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.