An Autoethnography: An English Pre-service Teacher’s Professional Learning Experience through a Pedagogical Practicum

Abstract

This autoethnography explores the change of a pre-service English teacher’s professional development during a period of before-during-after his pedagogical practicum experience at a high school. Drawing upon Constructivism, Self-Determination Theory (SDT), and Metacognition frameworks, the study examines how the practicum experience fostered the development of the pre-service teacher’s knowledge and skills. Through critical reflection on classroom interactions, lesson planning, and student learning outcomes, the autoethnography unpacks the transformation from theoretical knowledge to practical application in the dynamic and complex environment of the English language classroom. This inquiry contributes much value to the field of teacher education and training by offering insights into the transformative potential of practicum experiences and highlighting the importance of fostering pre-service teachers’ communication, pedagogical, and linguistic competencies for effective language instruction.