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The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development

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Title: The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development
Language: English
Authors: Chang Pu (ORCID 0000-0002-7745-7688), Wayne E. Wright (ORCID 0000-0003-1464-1899)
Source: TESOL Quarterly. 2026 60(2):612-634.
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: 23
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Language Teachers, Second Language Instruction, English (Second Language), Practicums, Theory Practice Relationship, Educational Trends, Social Theories, Professional Identity, Reflective Teaching, Student Teaching, Student Teachers, Mentors, Practicum Supervision, Student Teacher Supervisors
DOI: 10.1002/tesq.70141
ISSN: 0039-8322
1545-7249
Abstract: For this "TESOL Quarterly" 60th anniversary special issue, we examine the journal's contributions to research on the TESOL practicum, synthesizing trends in theory, research, and practice. We identified 28 "TESOL Quarterly" articles published between 1967 and 2025 that have a specific focus on the practicum. We found three recurring conceptual lenses which frame practicum experiences--sociocultural theory, language teacher identity, and reflective practice. We found patterns in the research methods used that privilege qualitative inquiry and analyses of student-teacher artifacts over direct observations of teaching. Common pedagogical practices for the practicum documented in these articles include supervised teaching, structured classroom observation (often video-supported), guided reflection (e.g., journals/diaries), and portfolio-based assessment. Student-teacher mentorship and relationships with practicum supervisors were found to be critical to teacher learning and efficacy. We conclude by outlining future research and practice directions for designing responsive, high-quality practica across diverse settings and modalities, including greater use of teaching video for feedback and research, more systematic investigation of practicum effectiveness, and attention to emerging technologies such as virtual simulations and AI-supported tools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505924
Database: ERIC
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  Data: The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chang+Pu%22">Chang Pu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7745-7688">0000-0002-7745-7688</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wayne+E%2E+Wright%22">Wayne E. Wright</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1464-1899">0000-0003-1464-1899</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(2):612-634.
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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: Y
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  Data: 23
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Theories%22">Social Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Practicum+Supervision%22">Practicum Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Supervisors%22">Student Teacher Supervisors</searchLink>
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  Data: 10.1002/tesq.70141
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  Data: 0039-8322<br />1545-7249
– Name: Abstract
  Label: Abstract
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  Data: For this "TESOL Quarterly" 60th anniversary special issue, we examine the journal's contributions to research on the TESOL practicum, synthesizing trends in theory, research, and practice. We identified 28 "TESOL Quarterly" articles published between 1967 and 2025 that have a specific focus on the practicum. We found three recurring conceptual lenses which frame practicum experiences--sociocultural theory, language teacher identity, and reflective practice. We found patterns in the research methods used that privilege qualitative inquiry and analyses of student-teacher artifacts over direct observations of teaching. Common pedagogical practices for the practicum documented in these articles include supervised teaching, structured classroom observation (often video-supported), guided reflection (e.g., journals/diaries), and portfolio-based assessment. Student-teacher mentorship and relationships with practicum supervisors were found to be critical to teacher learning and efficacy. We conclude by outlining future research and practice directions for designing responsive, high-quality practica across diverse settings and modalities, including greater use of teaching video for feedback and research, more systematic investigation of practicum effectiveness, and attention to emerging technologies such as virtual simulations and AI-supported tools.
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        Value: 10.1002/tesq.70141
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      – Text: English
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        PageCount: 23
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Language Teachers
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Social Theories
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      – SubjectFull: Professional Identity
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      – SubjectFull: Reflective Teaching
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      – SubjectFull: Student Teaching
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      – TitleFull: The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development
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