Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience

Yee Von Wong; Seong Pek Lim

doi:10.15823/p.2025.158.4

Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience

Authors

Yee Von Wong University of Selangor, Malaysia
Seong Pek Lim INTI International University, Malaysia

DOI:

https://doi.org/10.15823/p.2025.158.4

Keywords:

development of teacher identity, pre-service TESL education, situated learning theory, Malaysian teacher education, practicum experiences

Abstract

This study discussed Malaysian TESL pre-service teachers’ (PSTs) identity development during practicum. Using Situated Learning Theory (SLT) as a theoretical lens, the semi-structured interviews with 18 PSTs identified family support, culturally sensitive mentoring and reflective practices as important social and cultural factors in TESL-PSTs’ identity formation. The study discussed practical implications for improving teacher education programmes in line with Sustainable Development Goal 4 (SDG 4).

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Published

2025-10-03

How to Cite

Wong, Y. V., & Lim, S. P. (2025). Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience. Pedagogika, 158(2), 80–99. https://doi.org/10.15823/p.2025.158.4