Abstract
ABSTRACTResearch on novice ESL/EFL teachers’ identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service period in which an examination-based selection mechanism is used to gatekeep teacherdom. Through the lens of liminality, the study explores the experiences of two Taiwanese pre-service secondary EFL teachers during a period filled with high-stakes recruitment examinations. By examining how the two participants negotiate their identities and learn about the profession amid the disheartening challenges and learning opportunities they face during liminality, the study gives voice to pre-service teachers caught in between institutional structures and allows them to articulate their struggles as well as their sense of agency in pursuing a teaching career. The findings yield practical implications for EFL teacher education and the examination-based selection mechanism.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
