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Drawing on sociocultural understanding and activity theory, the study analyzes a 13-month intensive MA TESOL program and a qualitative focus on five candidates’ teaching practicum experiences. Findings show substantial learning gains, including navigating school contexts, building relationships, using mediating artifacts with mentor support, connecting theory with practice through dialogic engagement, and deepening understanding of ELLs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/you-learn-best-when-youre-in-there-esol-teacher-learning-in-the-practicum/597870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/you-learn-best-when-youre-in-there-esol-teacher-learning-in-the-practicum/597870.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theoretical lens guides the study of ESOL teacher candidates’ learning?","Question",{"text":112,"@type":113},"The study uses activity theory (AT) as a conceptual framework to examine how teaching practicum experiences contribute to teacher learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many ESOL teacher candidates participate in the qualitative study?",{"text":117,"@type":113},"Five ESOL teacher candidates are investigated in the teaching practicum within a 13-month intensive MA TESOL program.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes does the teaching practicum produce for the teacher candidates?",{"text":121,"@type":113},"Teacher candidates learn to navigate school contexts, build relationships in the teaching community, use mediating artifacts with mentor and supervisor support, connect theory and practice through dialogic relationships, and gain a closer understanding of ELLs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597870,1792188446,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","“You Learn Best When You’re in There”: ESOL Teacher Learning in the Practicum  \nThis study relied on sociocultural understanding of teacher learning, which highlights how teacher candidates construct their own learning and adjust or extend their instructional values, priorities, and beliefs within their teaching contexts (Johnson, 2009). It used activity theory as a conceptual framework (Engeström, 1999) and explored how teaching practicum experiences contributed to 5 ESOL teacher candidates’ learning in a 13-month intensive MA TESOL program. Findings from the study illustrate that the teaching practicum made significant contributions to ESOL teacher candidates’ learning to teach in the program. Through the teaching practicum, teacher candidates (a) learned how to navigate in the school context,(b) learned about the nature of establishing relationships with the other members of the teaching community,(c) used the mediating artifacts with the support of mentors and supervisors, (d) found opportunities for constructing a mutually informative and dialogical relationship between theory and practice, and (e) gained closer understanding ofELLs.  \nIntroduction  \nIn the last three decades, the field of language-teacher educa  \ntion has directed primary attention to understanding language teachers as the learners of teaching and their learning-to-teach processes (Freeman, 2002; Freeman & Johnson, 1998; Tedick, 2005) .  \nScholars have examined how language teachers’ learning interacts with their beliefs, dispositions, and knowledge about language teaching and learning (Borg, 2006; Johnson & Golombek, 2003) and their professional identity development (Gaudelli & Ousley, 2009; Kanno & Stuart, 2011) . There has been a growing emphasis on the sociocultur  \nThe CATESOL Journal 27.2 • 2015 • 171  \nally situated and complex nature of teacher learning within contextual dynamics that shape their understanding of their professional roles (Crandall, 2000; Johnson, 2009) . Within this sociocultural conceptualization of teacher learning, the teaching practicum plays a significant role as teacher candidates’ initial scaffolded and supervised professional experience in actual instructional contexts. More specifically, the teaching practicum marks the point where they start becoming apprenticed and socialized into the profession by negotiating and constructing their identities through their participation in the activities of the professional community (Lave & Wenger, 2001) .  \nThis article reports on a qualitative research study that used activity theory (AT) as a theoretical lens (Engeström, 1999; Johnson, 2009) and investigated five ESOL teacher candidates’ (TCs) learning to teach English language learners (ELLs) in the teaching practicum. Before the presentation of the research findings, the following section provides a synthesis of background literature that discusses teacher learning and the practicum in TESOL teacher education and a summary of the AT framework.  \nBackground Literature  \nTeacher Learning in TESOL  \nResearch into TESOL teacher education has been moving away from transmission-oriented conceptualization of teacher candidates’professional learning for about three decades (Crandall, 2000; Johnson, 2009) . This conceptualization assumes that educating ESOL teachers comprises transmission of theoretical knowledge coming from the fields of applied linguistics, second language acquisition (SLA), and language-teaching methodology to ESOL TCs (Freeman, 1989; Johnson, 2009), and it further assumes that this mere transmission will lead to teacher candidates’ effective classroom practice. The move from this understanding has started with the introduction of sociocultural approaches to ESOL teacher learning, which is part of “a quiet revolution”(Johnson, 2000, p. 1) in TESOL teacher education.  \nSociocultural approaches view ESOL teacher learning as socially negotiated and situated in the context, and reliant on what they know about themselves a","cbCaiqIB9IVbDasC","https://ap.wps.com/l/cbCaiqIB9IVbDasC","pdf",748101,29,"English","# Introduction\n## Background Literature\n### Teacher Learning in TESOL\n## The Practicum in TESOL Teacher Education","[{\"question\":\"What theoretical lens guides the study of ESOL teacher candidates’ learning?\",\"answer\":\"The study uses activity theory (AT) as a conceptual framework to examine how teaching practicum experiences contribute to teacher learning.\"},{\"question\":\"How many ESOL teacher candidates participate in the qualitative study?\",\"answer\":\"Five ESOL teacher candidates are investigated in the teaching practicum within a 13-month intensive MA TESOL program.\"},{\"question\":\"What learning outcomes does the teaching practicum produce for the teacher candidates?\",\"answer\":\"Teacher candidates learn to navigate school contexts, build relationships in the teaching community, use mediating artifacts with mentor and supervisor support, connect theory and practice through dialogic relationships, and gain a closer understanding of ELLs.\"}]","“You Learn Best When You’re in There” - ESOL Teacher Learning in the Practicum | PDF",1792085859,73]