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Pedagogical Models and Professional Identity Formation of Pre-service Teachers of English as a Foreign Language
Автор(ы)
Дата публикации
20 сентября 2026 г.
Тип
journal article
Издатель
Al-Farabi Kazakh National University
Том
88
Выпуск
3
ISSN
2520-2634
Аннотация
Professional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Community of Practice, Experiential Learning, Reflective Practice, and Simulation-Based Learning – with particular reference to pre-service teachers of English as a foreign language. It also examines whether integrating these models can provide more comprehensive support for professional identity development than their separate application. The study combined a theory-informed comparative review with a pilot evaluation of the proposed PERS cycle. The conceptual analysis drew on 26 foundational and recent English-language publications published between 1983 and 2026. The pilot involved 32 pre-service EFL teachers enrolled at a university in Kazakhstan. Over four weeks, participants completed 16 academic hours of PERS-based activities. Questionnaire data were analysed descriptively, while 64 reflective entries produced at the initial and final stages of the pilot were analysed using a structured rubric covering pedagogical interpretation, evidence-based reasoning, consideration of alternative courses of action, and professional decision-making. The comparative analysis showed that Community of Practice primarily supports professional socialization and recognition; Experiential Learning strengthens authentic practice and adaptive action; Reflective Practice promotes self-understanding and identity coherence; and Simulation-Based Learning provides opportunities for safe rehearsal and professional decision-making. The PERS cycle integrates these strengths through participation, experience, reflection, and simulation. Pilot results indicated that professional decision-making confidence increased from 3.18 to 3.87 points, while theory–practice integration increased from 3.09 to 3.81. Reflective entries demonstrating analytical, evidence-based, and action-oriented reasoning increased from 28.1% to 65.6%. These findings suggest the practical feasibility of the PERS cycle, although larger controlled studies are needed to confirm its effectiveness. Keywords: professional identity, pre-service, EFL teachers, pedagogical models, reflective practice, simulation-based learning.
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