Abstract
ABSTRACT This research reports how four Chinese EFL (English as a Foreign Language) students construct their teacher identities through a university-based teaching practice. Drawing on interviews with four pre-service teachers, interviews with mentors and supervisor teachers, lesson plans, and supervisor teachers' feedback, this study indicates that the university-based practice plays a part in pre-service EFL teachers constructing identity by modifying their primitive imagination. We argue that a makeshift simulated context can be a substitute for practicum sites. The research suggests implications for teacher education in different disciplinary, linguistic and sociocultural contexts.
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