Vol. 13/ Núm. 3 2026 pág. 319
https://doi.org/10.69639/arandu.v13i3.2396
The Importance of Community Outreach Practicum: Pre-
service EFL Teachers’ Identity and Self-Efficacy
Development
La importancia de las prácticas de vinculación con la comunidad: desarrollo de la
identidad profesional y la autoeficacia en docentes de inglés como lengua extranjera
(EFL) en formación inicial
Julia Raina Sevy Biloon
julia.sevy@unae.edu.ec
https://orcid.org/0000-0002-5221-7928
Universidad Nacional de Educación Ecuador
Cuenca-Ecuador
Fernanda Elizabeth Sarango Solano
fernanda.sarango@unae.edu.ec
https://orcid.org/0000-0002-3790-0315
Universidad Nacional de Educación
Azogues-Ecuador
Wilson Eduardo Reinoso Castro
wereiniso@unae.edu.ec
https://orcid.org/0009-0004-2863-3122
Universidad Nacional de Educación
Cuenca- Ecuador
Artículo recibido: 10 junio 2026- Aceptado para publicación:16 julio 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study aims to analyze how an early community outreach practicum in teacher education
contributes to pre-service teachers' self-efficacy. The study is informed by Kolb's experiential
learning cycle, service-learning and community engagement in teacher education, reflective
journaling in pre-service EFL teacher training, and professional identity development. Using a
mixed-methods approach, data were collected from 21 pre-service EFL teachers through pre- and
post-questionnaires, pre- and post-focus groups, and reflective journals completed over three
weeks. The findings showed that participants began the practicum with high expectations
regarding their preparedness and, by the end, reported feeling more confident in their ability to
teach successfully. However, reflective journals and the post-focus group revealed that the
practicum exposed them to the realities of teaching, leading some participants to question their
readiness, particularly in rural school contexts that differed from their university experiences.
Despite these initial challenges, participants concluded that the training received at the university
had prepared them to face the demands of the classroom. The findings highlight the value of early
Vol. 13/ Núm. 3 2026 pág. 320
community-based practicum experiences in strengthening professional identity, reflective
practice, and teacher self-efficacy.
Keywords: Community outreach practicum, professional identity, self-efficacy, reflection,
pre-service teacher training
RESUMEN
Este estudio tiene como objetivo analizar cómo una práctica temprana de vinculación con la
comunidad, en el contexto de la formación docente, contribuye al desarrollo de la autoeficacia de
los docentes de inglés como lengua extranjera (EFL) en formación inicial. El estudio se
fundamenta en el ciclo de aprendizaje experiencial de Kolb, el aprendizaje-servicio y la
vinculación con la comunidad en la formación docente, la escritura reflexiva en la formación
inicial de docentes de EFL y el desarrollo de la identidad profesional. Mediante un enfoque de
métodos mixtos, se recopilaron datos de 21 docentes de EFL en formación inicial a través de
cuestionarios aplicados antes y después de la práctica, grupos focales pre y post, y diarios
reflexivos elaborados durante tres semanas. Los resultados mostraron que los participantes
iniciaron la práctica con altas expectativas respecto a su preparación y, al finalizar, manifestaron
sentirse más seguros de su capacidad para enseñar con éxito. No obstante, los diarios reflexivos
y el grupo focal final revelaron que la práctica les permitió enfrentarse a la realidad de la
enseñanza, lo que llevó a algunos participantes a cuestionar su nivel de preparación,
especialmente en contextos de escuelas rurales diferentes a los vividos durante su formación
universitaria. A pesar de estos desafíos iniciales, los participantes concluyeron que la formación
recibida en la universidad los había preparado para afrontar las exigencias del aula. Los hallazgos
destacan el valor de las experiencias tempranas de prácticas de vinculación con la comunidad para
fortalecer la identidad profesional, la práctica reflexiva y la autoeficacia docente.
Palabras clave: prácticas de vinculación con la comunidad, identidad profesional,
autoeficacia, reflexión, formacion inicial docente
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
community-based practicum experiences in strengthening professional identity, reflective
practice, and teacher self-efficacy.
Keywords: Community outreach practicum, professional identity, self-efficacy, reflection,
pre-service teacher training
RESUMEN
Este estudio tiene como objetivo analizar cómo una práctica temprana de vinculación con la
comunidad, en el contexto de la formación docente, contribuye al desarrollo de la autoeficacia de
los docentes de inglés como lengua extranjera (EFL) en formación inicial. El estudio se
fundamenta en el ciclo de aprendizaje experiencial de Kolb, el aprendizaje-servicio y la
vinculación con la comunidad en la formación docente, la escritura reflexiva en la formación
inicial de docentes de EFL y el desarrollo de la identidad profesional. Mediante un enfoque de
métodos mixtos, se recopilaron datos de 21 docentes de EFL en formación inicial a través de
cuestionarios aplicados antes y después de la práctica, grupos focales pre y post, y diarios
reflexivos elaborados durante tres semanas. Los resultados mostraron que los participantes
iniciaron la práctica con altas expectativas respecto a su preparación y, al finalizar, manifestaron
sentirse más seguros de su capacidad para enseñar con éxito. No obstante, los diarios reflexivos
y el grupo focal final revelaron que la práctica les permitió enfrentarse a la realidad de la
enseñanza, lo que llevó a algunos participantes a cuestionar su nivel de preparación,
especialmente en contextos de escuelas rurales diferentes a los vividos durante su formación
universitaria. A pesar de estos desafíos iniciales, los participantes concluyeron que la formación
recibida en la universidad los había preparado para afrontar las exigencias del aula. Los hallazgos
destacan el valor de las experiencias tempranas de prácticas de vinculación con la comunidad para
fortalecer la identidad profesional, la práctica reflexiva y la autoeficacia docente.
Palabras clave: prácticas de vinculación con la comunidad, identidad profesional,
autoeficacia, reflexión, formacion inicial docente
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 321
INTRODUCTION
Students who are studying to be teachers in Ecuador must complete a pre-service teaching
practicum in a classroom-based setting. According to the Consejo de Educación Superior (CES,
2024, Art. 42), pre-professional practices are mandatory components of undergraduate programs,
and most students must complete 240 hours before graduating. This can be seen by comparing
these program hours to those of other countries, such as teacher education programs in the United
States, which typically have much higher hour requirements. For example, teacher training
programs in the United States have between 500 and 600 hours (Cal State LA, 2024; New York
University, n.d), which is much more time than in Ecuador. It has been repeatedly discussed that
to learn how to be an effective teacher, a person must have many opportunities and many authentic
teaching hours to aid in becoming an effective classroom teacher. It has been established that
developing effective teaching practices requires many opportunities for authentic classroom
experience, student teaching is consistently identified as the most significant component of
teacher preparation programs and a key factor in developing teaching efficacy (Brown et al., 2015,
2021). Therefore, this study goes in depth, describing how early community practicums support
teachers' self-efficacy later in the program during teaching practicums and after graduation.
Teaching effectively can be an increasingly complex task, and it is the degree program's
role to provide quality education in and outside of the classroom. Suyatno et al. (2023) explain
that having a teaching certificate alone does not make a teacher qualified. Without real
experiences, self-reflection, and a developed self-efficacy, teachers can be ineffective. One way
to improve the quality of an educational program is to provide many opportunities for pre-service
teachers to teach in the classroom throughout their degree program at different stages of study.
Pazilah et al. (2021) explain how this must be a global priority for teaching majors. These
programs must prepare students to be flexible, as students may find jobs in a variety of settings
across their country of origins. The more authentic classroom experience incorporated into a
degree program, the more developed graduates are when they begin teaching. Therefore,
Susilowati et al. (2026) reiterate that coursework alone is insufficient to truly become an effective
and functional teacher.
These challenges and successes are somewhat documented in Ecuador as well. Reiban et
al. (2024) describe how the pre-service practicum is the basis for student teachers' success after
graduation and is perceived by student-teachers as a mostly positive experience in which they put
into practice pedagogical skills, connect their knowledge to practice in real-life settings, and
improve their professional and self-efficacy. However, studies by Darling-Hammond (2017)
show that without the necessary hours and a variety of experiences, student-teachers' readiness
could decrease when they graduate from their degree programs. Teaching practicum is recognized
as an important part of teacher education, because it allows pre-service teachers opportunities to
INTRODUCTION
Students who are studying to be teachers in Ecuador must complete a pre-service teaching
practicum in a classroom-based setting. According to the Consejo de Educación Superior (CES,
2024, Art. 42), pre-professional practices are mandatory components of undergraduate programs,
and most students must complete 240 hours before graduating. This can be seen by comparing
these program hours to those of other countries, such as teacher education programs in the United
States, which typically have much higher hour requirements. For example, teacher training
programs in the United States have between 500 and 600 hours (Cal State LA, 2024; New York
University, n.d), which is much more time than in Ecuador. It has been repeatedly discussed that
to learn how to be an effective teacher, a person must have many opportunities and many authentic
teaching hours to aid in becoming an effective classroom teacher. It has been established that
developing effective teaching practices requires many opportunities for authentic classroom
experience, student teaching is consistently identified as the most significant component of
teacher preparation programs and a key factor in developing teaching efficacy (Brown et al., 2015,
2021). Therefore, this study goes in depth, describing how early community practicums support
teachers' self-efficacy later in the program during teaching practicums and after graduation.
Teaching effectively can be an increasingly complex task, and it is the degree program's
role to provide quality education in and outside of the classroom. Suyatno et al. (2023) explain
that having a teaching certificate alone does not make a teacher qualified. Without real
experiences, self-reflection, and a developed self-efficacy, teachers can be ineffective. One way
to improve the quality of an educational program is to provide many opportunities for pre-service
teachers to teach in the classroom throughout their degree program at different stages of study.
Pazilah et al. (2021) explain how this must be a global priority for teaching majors. These
programs must prepare students to be flexible, as students may find jobs in a variety of settings
across their country of origins. The more authentic classroom experience incorporated into a
degree program, the more developed graduates are when they begin teaching. Therefore,
Susilowati et al. (2026) reiterate that coursework alone is insufficient to truly become an effective
and functional teacher.
These challenges and successes are somewhat documented in Ecuador as well. Reiban et
al. (2024) describe how the pre-service practicum is the basis for student teachers' success after
graduation and is perceived by student-teachers as a mostly positive experience in which they put
into practice pedagogical skills, connect their knowledge to practice in real-life settings, and
improve their professional and self-efficacy. However, studies by Darling-Hammond (2017)
show that without the necessary hours and a variety of experiences, student-teachers' readiness
could decrease when they graduate from their degree programs. Teaching practicum is recognized
as an important part of teacher education, because it allows pre-service teachers opportunities to
Vol. 13/ Núm. 3 2026 pág. 322
apply theoretical knowledge in real classroom settings and develop professional competencies
(Zapatero-Ayuso et al., 2026). The research in this paper has shown a consistent gap between
theory and practice, which can impede the effectiveness of teacher training programs without
increased practicum hours throughout the time of study.
In Ecuador, studies have identified gaps between university training and classroom realities
in a variety of areas (Reiban et al., 2024). These challenges are reflected in the emotional
experiences of pre-service teachers, who reported feelings of anxiety of not knowing how to deal
with certain situations during practicum, as they found that their theoretical knowledge did not
always translate into classroom practice, especially in rural contexts (Macías Sánchez &
Coutinho, 2025) which was also pointed out with the pre-service student teachers who
participated in this community outreach program. There is limited research on the amount of pre-
service practicum for EFL teachers in Ecuador and how their participation in other forms of
practicum, specifically the allotted sixty hours in community outreach affect their perceptions and
reflections support their overall professional development and identity, readiness to be teachers,
and self-efficacy to be successful after graduation.
Therefore, the research presented in this paper explores the EFL pre-service context in
Ecuador. It focuses on twenty-one student-teachers from the fourth and fifth semesters of their
EFL teacher training program. It focuses on their perceptions before and after their three-week
immersive volunteer teaching experience in rural community-based schools. The research
examined how students' professional identity and perceived readiness throughout the experience
through pre- and post-focus groups, guided self-reflection journals during the experience, and
pre- and post-structured questionnaires to successfully answer the research question:
How do pre-service EFL teachers’ perceptions of classroom teaching change during a
community-based practicum experience, as evidenced through reflective journaling?
To answer this question, the study aimed to explore how pre-service EFL teachers’
expectations, emotions, and pedagogical beliefs are affected during an early short-term
community-based practicum, and how reflective journaling supports emerging professional
identity, self-efficacy, and perceptions of teaching.
Literature review
The Experiential Learning Cycle: Kolb's Model
The experiential learning theory developed by David Kolb explains that, to truly learn,
people need to experience rather than simply memorize. This idea is connected to Dewey (1933),
especially in teacher education contexts (Hekimoglu & Kucukoglu, 2025). This means that
knowledge is created through experience; in this regard, learners are actively engaged (Rahmi,
2024). As can be seen, this theory places the learner at the center and gives full agency to them.
The main emphasis is on participation, engagement, and involvement in real-life scenarios, since
learning occurs when individuals have direct experience. In this sense, real situations are key, as
apply theoretical knowledge in real classroom settings and develop professional competencies
(Zapatero-Ayuso et al., 2026). The research in this paper has shown a consistent gap between
theory and practice, which can impede the effectiveness of teacher training programs without
increased practicum hours throughout the time of study.
In Ecuador, studies have identified gaps between university training and classroom realities
in a variety of areas (Reiban et al., 2024). These challenges are reflected in the emotional
experiences of pre-service teachers, who reported feelings of anxiety of not knowing how to deal
with certain situations during practicum, as they found that their theoretical knowledge did not
always translate into classroom practice, especially in rural contexts (Macías Sánchez &
Coutinho, 2025) which was also pointed out with the pre-service student teachers who
participated in this community outreach program. There is limited research on the amount of pre-
service practicum for EFL teachers in Ecuador and how their participation in other forms of
practicum, specifically the allotted sixty hours in community outreach affect their perceptions and
reflections support their overall professional development and identity, readiness to be teachers,
and self-efficacy to be successful after graduation.
Therefore, the research presented in this paper explores the EFL pre-service context in
Ecuador. It focuses on twenty-one student-teachers from the fourth and fifth semesters of their
EFL teacher training program. It focuses on their perceptions before and after their three-week
immersive volunteer teaching experience in rural community-based schools. The research
examined how students' professional identity and perceived readiness throughout the experience
through pre- and post-focus groups, guided self-reflection journals during the experience, and
pre- and post-structured questionnaires to successfully answer the research question:
How do pre-service EFL teachers’ perceptions of classroom teaching change during a
community-based practicum experience, as evidenced through reflective journaling?
To answer this question, the study aimed to explore how pre-service EFL teachers’
expectations, emotions, and pedagogical beliefs are affected during an early short-term
community-based practicum, and how reflective journaling supports emerging professional
identity, self-efficacy, and perceptions of teaching.
Literature review
The Experiential Learning Cycle: Kolb's Model
The experiential learning theory developed by David Kolb explains that, to truly learn,
people need to experience rather than simply memorize. This idea is connected to Dewey (1933),
especially in teacher education contexts (Hekimoglu & Kucukoglu, 2025). This means that
knowledge is created through experience; in this regard, learners are actively engaged (Rahmi,
2024). As can be seen, this theory places the learner at the center and gives full agency to them.
The main emphasis is on participation, engagement, and involvement in real-life scenarios, since
learning occurs when individuals have direct experience. In this sense, real situations are key, as
Vol. 13/ Núm. 3 2026 pág. 323
content is transformed into knowledge, and this, in turn, is transformed into skills (Leong & Laik,
2024). These skills prepare learners to face uncertainty and complexity, which are characteristic
of real-life challenges today.
Experiential learning prepares students for professional practice and fosters the skills that
prospective teachers need for their future. In this regard, it is not only that prospective teachers
put theory into practice, but they go beyond this; through reflection and application, content is
transformed into meaningful knowledge. For example, in a class, prospective teachers not only
understand the lesson but also teach it, reflect on how it went, and, based on that reflection, make
decisions to improve it the next time. In this sense, they are actively involved (Hekimoglu &
Kucukoglu, 2025). This active role allows prospective teachers to develop practical knowledge,
strengthen their teaching skills, and, as a result, support the development of their professional
identity.
Leong and Laik (2024), as well as Passarelli and Kolb (2023), explain Kolb’s learning
cycle, which consists of four stages. First, the learner experiences a concrete situation; this means
that the learner is directly involved in a real-life context. Then, reflection occurs; in this second
stage, the learner examines the experience from different perspectives; this is a metacognitive
process, as reflection involves thinking, inquiry, and awareness. The third stage is
conceptualization, which is a key aspect, as the learner connects the experience with concepts,
theories, and underlying principles. Finally, experimentation involves the application of what has
been learned to new situations; here, learners are able to make decisions, try new strategies, and
test ideas. Figure 1 illustrates Kolb’s experiential learning cycle.
Figure 1
Kolb’s Experiential Learning Cycle
Service-Learning and Community Engagement in Teacher Education
Service-learning is widely recognized as an approach that meaningfully connects academic
learning with community service. As noted by Mutambara (2023), this model is particularly
relevant in initial teacher education because it enables student-teachers to transform theoretical
knowledge into situated practice. For this reason, teacher education programs require deliberate
strategies that strengthen the link between the university and the community. Community
content is transformed into knowledge, and this, in turn, is transformed into skills (Leong & Laik,
2024). These skills prepare learners to face uncertainty and complexity, which are characteristic
of real-life challenges today.
Experiential learning prepares students for professional practice and fosters the skills that
prospective teachers need for their future. In this regard, it is not only that prospective teachers
put theory into practice, but they go beyond this; through reflection and application, content is
transformed into meaningful knowledge. For example, in a class, prospective teachers not only
understand the lesson but also teach it, reflect on how it went, and, based on that reflection, make
decisions to improve it the next time. In this sense, they are actively involved (Hekimoglu &
Kucukoglu, 2025). This active role allows prospective teachers to develop practical knowledge,
strengthen their teaching skills, and, as a result, support the development of their professional
identity.
Leong and Laik (2024), as well as Passarelli and Kolb (2023), explain Kolb’s learning
cycle, which consists of four stages. First, the learner experiences a concrete situation; this means
that the learner is directly involved in a real-life context. Then, reflection occurs; in this second
stage, the learner examines the experience from different perspectives; this is a metacognitive
process, as reflection involves thinking, inquiry, and awareness. The third stage is
conceptualization, which is a key aspect, as the learner connects the experience with concepts,
theories, and underlying principles. Finally, experimentation involves the application of what has
been learned to new situations; here, learners are able to make decisions, try new strategies, and
test ideas. Figure 1 illustrates Kolb’s experiential learning cycle.
Figure 1
Kolb’s Experiential Learning Cycle
Service-Learning and Community Engagement in Teacher Education
Service-learning is widely recognized as an approach that meaningfully connects academic
learning with community service. As noted by Mutambara (2023), this model is particularly
relevant in initial teacher education because it enables student-teachers to transform theoretical
knowledge into situated practice. For this reason, teacher education programs require deliberate
strategies that strengthen the link between the university and the community. Community
Vol. 13/ Núm. 3 2026 pág. 324
outreach projects allow university students to respond to real community needs while
simultaneously fostering the professional, social, and ethical competencies required of
contemporary teachers (Espinosa-González et al., 2026; Ibáñez Muñoz & Vásquez Valenzuela,
2022).
Through these initiatives, a strong bond is created between the university and the
community. This connection encourages student-teachers to become more critical, active,
responsible, and socially committed to the realities that surround them. The community outreach
practicum, therefore, provides prospective teachers with meaningful practical experiences before
formally entering the teaching profession, which have a lasting impact on their future careers
(Eğinli & Solhi, 2021; Gan, 2013). In language teacher education programs, this type of practicum
is especially relevant because it closely resembles the real teaching scenarios student-teachers
will later face.
Working directly within the community prepares student-teachers for authentic
professional contexts and strengthens the competencies required for graduation. These
experiences demand adaptability, contextual decision-making, and the application of pedagogical
knowledge in real and often unpredictable situations. At the same time, the community also
benefits from the presence of university students through educational support, innovative
practices, and increased attention to local needs, reinforcing the reciprocal nature of service-
learning.
Beyond skill development, community engagement plays a key role in reshaping pre-
service teachers’ professional identity. According to Eğinli and Solhi (2021), immersion in this
type of practicum positively influences teachers’ beliefs about classroom management, teaching
strategies, and student engagement. However, Gan (2013) also points out that prospective
teachers may face challenges such as a lack of sense of control in the classroom, limited language
competence, and reluctance to take risks when introducing innovation. In this sense, service-
learning does not only highlight strengths but also reveals areas that require growth.
Finally, Mutambara (2023) emphasizes that participation in service-learning activities
promotes both personal and professional development by allowing prospective teachers to assume
leadership roles, understand real-life environments, engage in authentic teaching practices,
acquire competencies required in the 21st century, and develop the dispositions aligned with
service-learning as a pedagogical approach. Through this process, student-teachers begin to
understand teaching not merely as classroom instruction, but as a socially situated, ethical, and
contextual practice deeply connected to the communities they serve.
Reflective Journaling in Pre-Service EFL Education
Reflective journaling was utilized as a tool to promote professional development and
document students' evolving perceptions (Dunlap, 2006) during the pre-service community
outreach teaching practicum. This practice is based on the theory explained in How We Think by
outreach projects allow university students to respond to real community needs while
simultaneously fostering the professional, social, and ethical competencies required of
contemporary teachers (Espinosa-González et al., 2026; Ibáñez Muñoz & Vásquez Valenzuela,
2022).
Through these initiatives, a strong bond is created between the university and the
community. This connection encourages student-teachers to become more critical, active,
responsible, and socially committed to the realities that surround them. The community outreach
practicum, therefore, provides prospective teachers with meaningful practical experiences before
formally entering the teaching profession, which have a lasting impact on their future careers
(Eğinli & Solhi, 2021; Gan, 2013). In language teacher education programs, this type of practicum
is especially relevant because it closely resembles the real teaching scenarios student-teachers
will later face.
Working directly within the community prepares student-teachers for authentic
professional contexts and strengthens the competencies required for graduation. These
experiences demand adaptability, contextual decision-making, and the application of pedagogical
knowledge in real and often unpredictable situations. At the same time, the community also
benefits from the presence of university students through educational support, innovative
practices, and increased attention to local needs, reinforcing the reciprocal nature of service-
learning.
Beyond skill development, community engagement plays a key role in reshaping pre-
service teachers’ professional identity. According to Eğinli and Solhi (2021), immersion in this
type of practicum positively influences teachers’ beliefs about classroom management, teaching
strategies, and student engagement. However, Gan (2013) also points out that prospective
teachers may face challenges such as a lack of sense of control in the classroom, limited language
competence, and reluctance to take risks when introducing innovation. In this sense, service-
learning does not only highlight strengths but also reveals areas that require growth.
Finally, Mutambara (2023) emphasizes that participation in service-learning activities
promotes both personal and professional development by allowing prospective teachers to assume
leadership roles, understand real-life environments, engage in authentic teaching practices,
acquire competencies required in the 21st century, and develop the dispositions aligned with
service-learning as a pedagogical approach. Through this process, student-teachers begin to
understand teaching not merely as classroom instruction, but as a socially situated, ethical, and
contextual practice deeply connected to the communities they serve.
Reflective Journaling in Pre-Service EFL Education
Reflective journaling was utilized as a tool to promote professional development and
document students' evolving perceptions (Dunlap, 2006) during the pre-service community
outreach teaching practicum. This practice is based on the theory explained in How We Think by
Vol. 13/ Núm. 3 2026 pág. 325
Dewey (1933), who defines reflective thought as: “Active, persistent, and careful consideration
of any belief or supposed form of knowledge in the light of the grounds that support it and the
further conclusions to which it tends (p. 9)”. Dewey (1933) explains that reflective practice is a
deliberate, goal-oriented, and structured action. Based on these ideas, Yinger and Clark (1981)
and Li (2025) explain how reflection practices and journaling are important activities students
can utilize throughout their educational activities. This action is explained as a reflection after a
teaching experience, course, or lesson. The educator can focus on personal emotions and the
actual teaching process to identify strengths and weaknesses and learn and improve in the future.
In previous qualitative studies Yinger and Clark (1981), Dumlao and Pinatacan (2019),
Harahap and Fithriani (2024) and Li (2025) describe using reflective journaling practice as a tool
which does not only allows reflection on specific activities, such as teaching experiences, but also
aids in self-improvement, promotes confidence, improves critical thinking, can be used as a
pedagogical tool and aids in professional development. This action allows students to bridge the
theory and strategies they have learned with authentic practice. To further support these ideas,
Machost and Stains (2023) presented a practitioner-oriented theoretical paper, and the
participatory action research study by Harahap and Fithriani (2024) found that reflective practice
also helped pre-service teachers become more self-aware of teaching challenges in real-life
contexts and more pragmatic after they had authentic teaching experiences. Dumlao and Pinatacan
(2019) found, through a qualitative study of 13 EFL teachers, that reflective journaling for pre-
service teachers affects professional and personal development by enabling them to use this
writing activity to improve teaching plans and to manage anxiety via thorough self-reflection on
the activities they compiled during pre-service teaching experiences.
Reflective practice and journaling could be an effective tool when properly promoted. As
Soodmand Afshar and Farahani (2019) point out, pre-service teachers can struggle to reflect
analytically on their own teaching experiences, especially when it is their first authentic teaching
experience. While the literature review by Machost and Stains (2023) shows that many
practitioners feel it is risky to self-reflect if their reflections may not be positive and therefore
minimize the effect their reflections may have on improving their future teaching experiences.
The authors all point out that reflective methods can have long-term positive effects on pre-service
and in-service teachers when used correctly during and after the teaching process.
Professional Identity Development in Pre-Service Teachers
As mentioned above, reflection not only supports beliefs and practices but can also
reinforce and play a critical role in how pre-service teachers view themselves as professionals.
Teacher and professional identity are generally conceptualized as ever changing, socially
constructed, and continuously negotiated rather than anchored (Beauchamp & Thomas, 2009),
especially for pre-service teachers during practicum experiences. Building on this perspective,
Richards (2025) and Xu (2025) examine English language teachers' identity as part of the broader
Dewey (1933), who defines reflective thought as: “Active, persistent, and careful consideration
of any belief or supposed form of knowledge in the light of the grounds that support it and the
further conclusions to which it tends (p. 9)”. Dewey (1933) explains that reflective practice is a
deliberate, goal-oriented, and structured action. Based on these ideas, Yinger and Clark (1981)
and Li (2025) explain how reflection practices and journaling are important activities students
can utilize throughout their educational activities. This action is explained as a reflection after a
teaching experience, course, or lesson. The educator can focus on personal emotions and the
actual teaching process to identify strengths and weaknesses and learn and improve in the future.
In previous qualitative studies Yinger and Clark (1981), Dumlao and Pinatacan (2019),
Harahap and Fithriani (2024) and Li (2025) describe using reflective journaling practice as a tool
which does not only allows reflection on specific activities, such as teaching experiences, but also
aids in self-improvement, promotes confidence, improves critical thinking, can be used as a
pedagogical tool and aids in professional development. This action allows students to bridge the
theory and strategies they have learned with authentic practice. To further support these ideas,
Machost and Stains (2023) presented a practitioner-oriented theoretical paper, and the
participatory action research study by Harahap and Fithriani (2024) found that reflective practice
also helped pre-service teachers become more self-aware of teaching challenges in real-life
contexts and more pragmatic after they had authentic teaching experiences. Dumlao and Pinatacan
(2019) found, through a qualitative study of 13 EFL teachers, that reflective journaling for pre-
service teachers affects professional and personal development by enabling them to use this
writing activity to improve teaching plans and to manage anxiety via thorough self-reflection on
the activities they compiled during pre-service teaching experiences.
Reflective practice and journaling could be an effective tool when properly promoted. As
Soodmand Afshar and Farahani (2019) point out, pre-service teachers can struggle to reflect
analytically on their own teaching experiences, especially when it is their first authentic teaching
experience. While the literature review by Machost and Stains (2023) shows that many
practitioners feel it is risky to self-reflect if their reflections may not be positive and therefore
minimize the effect their reflections may have on improving their future teaching experiences.
The authors all point out that reflective methods can have long-term positive effects on pre-service
and in-service teachers when used correctly during and after the teaching process.
Professional Identity Development in Pre-Service Teachers
As mentioned above, reflection not only supports beliefs and practices but can also
reinforce and play a critical role in how pre-service teachers view themselves as professionals.
Teacher and professional identity are generally conceptualized as ever changing, socially
constructed, and continuously negotiated rather than anchored (Beauchamp & Thomas, 2009),
especially for pre-service teachers during practicum experiences. Building on this perspective,
Richards (2025) and Xu (2025) examine English language teachers' identity as part of the broader
Vol. 13/ Núm. 3 2026 pág. 326
teacher self, encompassing beliefs, motivation, self-efficacy, and professional knowledge within
classroom contexts. Richards (2025) goes on to describe how a teacher's identity is a
multidimensional construct, including the self, beliefs, experiences, motivation, professional
knowledge, and personal history, which can develop and change through experiences in the
classroom and through self-reflection practice.
Richards (2025), Ardi et al. (2023), and Beauchamp and Thomas (2009) examine how
context can shape a teacher's integrity, depending on the types of learners, the institution where
they teach, and the classroom context. Richards (2025) stresses how identity emerges through
interaction within classroom and institutional spaces. Pre-service teachers' awareness increases
through authentic classroom teaching experiences. They begin to understand what it means to be
a classroom teacher in a real-life setting and the importance of language proficiency and
pedagogical competence for managing a classroom successfully. Community practicum
experiences function as critical turning points in forming teacher identity. Ardi et al. (2023), Xu
(2025), and Almutawa and Alfahid (2024) go even further, explaining that professional identity
development is not a continuous progression but involves negotiation, emotional tension, and
agency performance. These arguments strengthen this paper's point about the importance of early
practicum experience for pre-service teachers, helping them begin to connect who they are to who
they will become as educators and people.
Perceptions & Teacher Self-Efficacy
Self-efficacy theory, originally proposed by Bandura (1977), explains how a person's self-
regard strongly influences their perceived capabilities in that area. Then, Bandura (1994) expands
on this idea to include how self-efficacy refers to individuals’ beliefs in their capability to achieve
designated levels of performance, which influence events in their lives (Bandura, 1994).
Therefore, in terms of pre-service teachers' classroom teaching abilities, this would affect effort,
persistence, ability, emotional reactions, and overall attitude towards teaching. Thus, pre-service
teachers' ability to succeed or fail during the practicum experience would play a huge role in their
future efficacy. In teaching situations, these beliefs shape how teachers approach instructional
challenges, regulate emotional responses, and persist in the face of classroom difficulties. (Kim
and Cho,2014)
As Bandura (1977, 1994) noted, efficacy can be developed from initial levels of confidence.
Cannon (2022) found that pre-service efficacy levels decreased once they entered authentic
teaching encounters, because they come to realize their basic teaching knowledge is not yet at a
mastery level. They found a disconnect between theory as well as classroom experience in real-
life teaching. Many students entered confidently and later reflected that they were not as prepared
as they had thought in classroom discipline and instruction. However, empirical evidence suggests
that in some cases, authentic practicum experiences significantly strengthen pre-service
confidence. In a mixed-methods study of Jordanian pre-service teachers, Altarawneh et al. (2023)
teacher self, encompassing beliefs, motivation, self-efficacy, and professional knowledge within
classroom contexts. Richards (2025) goes on to describe how a teacher's identity is a
multidimensional construct, including the self, beliefs, experiences, motivation, professional
knowledge, and personal history, which can develop and change through experiences in the
classroom and through self-reflection practice.
Richards (2025), Ardi et al. (2023), and Beauchamp and Thomas (2009) examine how
context can shape a teacher's integrity, depending on the types of learners, the institution where
they teach, and the classroom context. Richards (2025) stresses how identity emerges through
interaction within classroom and institutional spaces. Pre-service teachers' awareness increases
through authentic classroom teaching experiences. They begin to understand what it means to be
a classroom teacher in a real-life setting and the importance of language proficiency and
pedagogical competence for managing a classroom successfully. Community practicum
experiences function as critical turning points in forming teacher identity. Ardi et al. (2023), Xu
(2025), and Almutawa and Alfahid (2024) go even further, explaining that professional identity
development is not a continuous progression but involves negotiation, emotional tension, and
agency performance. These arguments strengthen this paper's point about the importance of early
practicum experience for pre-service teachers, helping them begin to connect who they are to who
they will become as educators and people.
Perceptions & Teacher Self-Efficacy
Self-efficacy theory, originally proposed by Bandura (1977), explains how a person's self-
regard strongly influences their perceived capabilities in that area. Then, Bandura (1994) expands
on this idea to include how self-efficacy refers to individuals’ beliefs in their capability to achieve
designated levels of performance, which influence events in their lives (Bandura, 1994).
Therefore, in terms of pre-service teachers' classroom teaching abilities, this would affect effort,
persistence, ability, emotional reactions, and overall attitude towards teaching. Thus, pre-service
teachers' ability to succeed or fail during the practicum experience would play a huge role in their
future efficacy. In teaching situations, these beliefs shape how teachers approach instructional
challenges, regulate emotional responses, and persist in the face of classroom difficulties. (Kim
and Cho,2014)
As Bandura (1977, 1994) noted, efficacy can be developed from initial levels of confidence.
Cannon (2022) found that pre-service efficacy levels decreased once they entered authentic
teaching encounters, because they come to realize their basic teaching knowledge is not yet at a
mastery level. They found a disconnect between theory as well as classroom experience in real-
life teaching. Many students entered confidently and later reflected that they were not as prepared
as they had thought in classroom discipline and instruction. However, empirical evidence suggests
that in some cases, authentic practicum experiences significantly strengthen pre-service
confidence. In a mixed-methods study of Jordanian pre-service teachers, Altarawneh et al. (2023)