From Awareness to Agency: Navigating Equity in Chinese TESOL Practicums

• In Event: Innovations in Pre-Service Teacher Education: Supporting Equity, Language, and Global Citizenship

Abstract

This qualitative study examines how 38 preservice TESOL teachers in China identify, navigate, and challenge pedagogical inequities during their practicums, tracing their progression from awareness to agency. Using a critical sociocultural framework amid high-stakes testing and hierarchical norms, reflective papers (N=38) and four focus groups (n=16) were analyzed to explore participants’ perceptions, motivations, and strategies. Thematic analysis revealed a four stage process: critical awareness of inequity; navigating tensions between ideals and constraints; cultivating relational pedagogy; and deploying inclusive practices. These interconnected themes form a dynamic, cyclical model of agency development. Findings highlight the transformative capacity of preservice teachers moving beyond recognition toward equitable pedagogy. It is recommended that critical pedagogy, equity focused tools, and structured reflection be integrated into teacher education.

Author

• Edith M. Y. Yan, Beijing Normal-Hong Kong Baptist University