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Can EFL Teacher Education Become a Space for Social Justice Issues? Reflections from Chilean Preservice Teachers' Narratives about Their Curriculum Ideologies

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Title: Can EFL Teacher Education Become a Space for Social Justice Issues? Reflections from Chilean Preservice Teachers' Narratives about Their Curriculum Ideologies
Language: English
Authors: Catalina Cuenca Vivanco (ORCID 0000-0003-3914-0548), César Peña-Sandoval (ORCID 0000-0002-5344-0443)
Source: TESOL Journal. 2025 16(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Preservice Teacher Education, Equal Education, Social Justice, Ideology, Educational Practices, Social Bias
Geographic Terms: Chile
DOI: 10.1002/tesj.70083
ISSN: 1056-7941
1949-3533
Abstract: EFL initial teacher education (ITE) cannot be detached from social diversity and the inequalities faced by students. To explore the possibilities of EFL ITE from a social justice approach, this qualitative study investigated the ideological positioning of 266 EFL preservice teachers and explored the rationales underneath a resulting ideological hybridity. Results show a predominance of the learner-centered ideology; however, this perspective was often tied to the social reconstructionist ideology (hybridity). To delve into this phenomenon, this paper presents a narrative analysis of interviews with 4 participants who interrelate these ideologies. This shows that their ideological positioning and views on social justice issues come from their understanding of teaching practices as actions that can potentially address sociocultural inequalities that they have personally experienced or observed. The article underlines the formative potential of identifying preservice teachers' ideological positioning (and hybridity), closing with implications for EFL ITE aiming to contribute to social justice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489624
Database: ERIC
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  Data: Can EFL Teacher Education Become a Space for Social Justice Issues? Reflections from Chilean Preservice Teachers' Narratives about Their Curriculum Ideologies
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  Data: <searchLink fieldCode="AR" term="%22Catalina+Cuenca+Vivanco%22">Catalina Cuenca Vivanco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3914-0548">0000-0003-3914-0548</externalLink>)<br /><searchLink fieldCode="AR" term="%22César+Peña-Sandoval%22">César Peña-Sandoval</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5344-0443">0000-0002-5344-0443</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink>
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  Data: 10.1002/tesj.70083
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  Data: EFL initial teacher education (ITE) cannot be detached from social diversity and the inequalities faced by students. To explore the possibilities of EFL ITE from a social justice approach, this qualitative study investigated the ideological positioning of 266 EFL preservice teachers and explored the rationales underneath a resulting ideological hybridity. Results show a predominance of the learner-centered ideology; however, this perspective was often tied to the social reconstructionist ideology (hybridity). To delve into this phenomenon, this paper presents a narrative analysis of interviews with 4 participants who interrelate these ideologies. This shows that their ideological positioning and views on social justice issues come from their understanding of teaching practices as actions that can potentially address sociocultural inequalities that they have personally experienced or observed. The article underlines the formative potential of identifying preservice teachers' ideological positioning (and hybridity), closing with implications for EFL ITE aiming to contribute to social justice.
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Teachers
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