Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience
Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience
Author(s): Yee Von Wong, Seong Pek LimSubject(s): Social Sciences, Education, Pedagogy
Published by: Vytauto Didžiojo Universitetas
Keywords: Development of teacher identity; Pre-service TESL education; Situated learning theory; Malaysian teacher education; Practicum experiences;
Summary/Abstract: This study discussed Malaysian TESL pre-service teachers’ (PSTs) identity development during practicum. Using Situated Learning Theory (SLT) as a theoretical lens, the semi-structured interviews with 18 PSTs identified family support, culturally sensitive mentoring and reflective practices as important social and cultural factors in TESL-PSTs’ identity formation. The study discussed practical implications for improving teacher education programmes in line with Sustainable Development Goal 4 (SDG 4).
Journal: Pedagogika
- Issue Year: 158/2025
- Issue No: 2
- Page Range: 80-99
- Page Count: 20
- Language: English
