TITLE:
Modeling Professional Development of EFL Pre-Service Teachers in China: A Three-Practice Pathway and Mechanism-Based Approach
AUTHORS:
Fang Li
KEYWORDS:
EFL Pre-Service Teachers, Teacher Development, Practicum Pathway, Mixed-Methods Research
JOURNAL NAME:
Open Journal of Modern Linguistics,
Vol.16 No.5,
October
28,
2026
ABSTRACT: In recent years, while practice-oriented approaches have gained increasing attention in teacher education, existing research often treats practicum experiences as fragmented stages, with limited attention to how they interact to shape the professional development of EFL pre-service teachers. To address this gap, the present study introduces the Pathway-Dimension-Mechanism (PDM) model. Drawing on insights from Situated Learning, Ecological Systems, and Transformative Learning theories, the model outlines a developmental process consisting of three interrelated phases: classroom observation, guided Practicum, and inquiry-based reflection. A mixed-methods design was used, combining longitudinal questionnaire data from 182 pre-service EFL teachers, semi-structured interviews with 30 participants (15 pre-service teachers and 15 mentor teachers), and qualitative analysis of interview transcripts and supplementary materials (including classroom observation records, teaching portfolios, and reflective documents) from a sub-sample of 24 pre-service teachers. Results indicate distinct patterns of growth across four competency areas: lesson planning, classroom management, reflective inquiry, and the formation of professional identity. At the same time, the study highlights gaps in continuity and coordination among different support systems. The PDM model provides a conceptual framework for linking developmental tasks with evolving competencies and organizing a multi-layered support structure involving universities, schools, and peer communities. The findings provide practical insights for improving teacher education practices and offer a context-sensitive framework that can inform program design and implementation in similar educational settings.