Student-Teachers’ Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes

Teacher learning (Freeman & Richards, 1996) is a complex multidimensional process. Richards and Farrell (2005) describe four conceptualisations of teacher learning, all of which draw on different assumptions about teacher development processes. These views conceive of teacher learning as skill learning (i.e. mastering different teaching skills), a cognitive process (i.e. exploring teachers’ beliefs and decision-making processes), a personal construction (i.e. reorganising and reconstructing personal knowledge) or reflective practice (i.e. reflecting on- and inaction). These conceptualisations sometimes overlap and co-exist in teacher education programmes. Considering the student-teacher (Freeman & Johnson, 1998) necessarily implies taking into account the learner’s individual processes. Among