This study investigates the pedagogical practices of English as a Foreign Language (EFL) teacher educators (LTEs) in Chile and explores the systemic contradictions that shape these practices. By employing Cultural Historical Activity Theory (CHAT) as an analytical framework, the research examines the interplay between LTEs' professional beliefs, institutional expectations, and the realities of preparing pre-service teachers (PSTs) for diverse classroom contexts. Findings reveal significant tensions between LTEs' aspirations for fostering critical and reflective pedagogies and the directive, content-driven teaching approaches necessitated by systemic constraints. This research underscores the need for nuanced teacher education models that account for local and global complexities, contributing to broader discussions on TESOL teacher education in diverse socio-political contexts.

Research Question

What are the dominant classroom practices used by EFL teacher educators in Chile, and how do local and systemic contradictions mediate these practices?

Theoretical Framework

The study adopts Cultural Historical Activity Theory (CHAT) to understand the multifaceted and often contradictory practices of EFL LTEs. Emerging from Vygotsky’s sociocultural theory, CHAT provides a lens for analyzing human activity as a socially mediated, object-oriented phenomenon. This framework conceptualizes teaching as a dynamic process shaped by the interactions of multiple elements within an activity system—subjects (LTEs), objects (PST preparation), tools (curricula, teaching materials), and rules (institutional and societal norms).

CHAT's emphasis on systemic contradictions is particularly pertinent to this study. Contradictions, defined as historically developed tensions within or between activity systems, serve as catalysts for expansive learning and innovation. For LTEs, these contradictions arise from the interplay between their pedagogical ideals, institutional mandates, and the realities of the EFL classroom. The CHAT framework allows for a nuanced analysis of how LTEs navigate these tensions, employing professional agency to reconcile conflicting demands and reshape their practices.

The study addresses critical gaps in TESOL teacher education literature, particularly in Latin America, where systemic challenges in EFL education remain underexplored. By foregrounding the lived experiences of LTEs, this research contributes to understanding how global ideologies in English Language Teaching (ELT)—such as monolingual biases and standardization—interact with local educational contexts. The findings have implications for international teacher education, offering insights into how systemic reforms can support LTEs in fostering critical, context-responsive pedagogies.

Key Findings

Dominance of Directive Pedagogies: LTEs predominantly employ lecture-based and explanatory methods, despite expressing beliefs in dialogic, student-centered approaches.

Systemic Mediators: Institutional standards, accreditation demands, and national curricula constrain opportunities for innovative practices.

Contradictions: LTEs face tensions between fostering criticality in PSTs and adhering to rigid curricular frameworks, as well as between exclusive use of English and the practical benefits of code-switching to Spanish.

Relevance to the European/International Dimension

TESOL teacher education globally grapples with similar systemic challenges, including balancing criticality with standardization and addressing socio-political inequities. This study’s findings resonate with broader European debates on teacher education, particularly in multilingual and multicultural contexts. By highlighting the complexities of navigating institutional and societal expectations, the research offers transferable insights for EFL LTEs across diverse international settings. Additionally, the study’s focus on fostering social justice-oriented, reflective pedagogies aligns with European priorities for inclusive and equitable education.

Methodology This study employs a qualitative case study design to explore the classroom practices of English as a Foreign Language (EFL) Language Teacher Educators (LTEs) in Chile, focusing on the systemic and institutional factors that mediate their teaching. This approach provides a nuanced understanding of LTEs' pedagogies within two large university-based EFL teacher education programs, emphasizing the specific socio-cultural and institutional contexts of their practices. Research Design The research adopts a Cultural-Historical Activity Theory (CHAT) framework, enabling a holistic analysis of the complex interplay between LTEs’ professional beliefs, institutional demands, and systemic constraints. CHAT's conceptual tools, such as activity systems and contradictions, guide the investigation into how LTEs navigate these tensions in their teaching. Participants Thirteen LTEs from two distinct programs were purposefully sampled to ensure diversity in teaching experience, gender, and teaching specializations (e.g., applied linguistics, didactics, and practicum courses). Six LTEs were from an established program with a longer institutional history, while seven were from a newer program. This diversity enabled the study to capture various pedagogical practices and systemic challenges across institutional contexts. Data Collection Methods 1. Classroom Observations: Each LTE was observed across four teaching sessions over one semester, amounting to 360 minutes per participant. Observations captured detailed narratives of teaching practices, including teacher discourse, student interactions, and instructional strategies. These narratives were later refined into descriptive and analytic texts. 2. Semi-Structured Interviews: Post-observation interviews with LTEs delved into their pedagogical beliefs, perceived responsibilities, and strategies for addressing the challenges of preparing pre-service teachers (PSTs). Each interview lasted approximately one hour and provided rich, reflective insights. 3. Document Analysis: Course syllabi, institutional guidelines, and accreditation documents were analyzed to identify the structural factors shaping LTE practices. This analysis focused on curricular objectives, instructional methodologies, and the language proficiency expectations of PSTs. Data Analysis An iterative process was used to analyze the data. Classroom observation narratives and interview transcripts were coded using Atlas.ti, generating thematic categories that reflected LTEs’ teaching strategies and systemic influences. A CHAT-based framework was applied to map activity systems and identify key contradictions between LTEs’ pedagogical beliefs, institutional norms, and systemic pressures. Visual representations, including CHAT triangles, were used to synthesize findings and illuminate the mediational tools and tensions shaping LTE practices. This multi-method approach provides a comprehensive understanding of LTEs’ teaching practices, highlighting the systemic and contextual factors mediating their pedagogical decisions.

Conclusions This study highlights the systemic and contextual factors that mediate the teaching practices of EFL Language Teacher Educators (LTEs) in Chile. The findings underscore the dominance of directive teaching methods, such as lecturing and explaining, despite LTE's stated commitment to fostering critical and reflective pedagogies. Using Cultural-Historical Activity Theory (CHAT) reveals key contradictions in LTEs' practices, including the tension between their pedagogical ideals and the institutional demands of accreditation and curricular standardization. These systemic pressures limit LTEs' capacity to adopt innovative, student-centred approaches, emphasizing the need for structural reforms to enable transformative practices. A significant finding is the misalignment between institutional expectations for graduate competencies and the sociocultural realities of Chilean schools. While LTEs aim to prepare pre-service teachers (PSTs) for diverse teaching contexts, rigid frameworks and workload pressures constrain their ability to model critical and reflective practices. Additionally, contradictions arise in the expectation to use English exclusively in classrooms, with many LTEs resorting to code-switching to address PSTs’ comprehension needs. The study anticipates outcomes relevant to both local and international teacher education contexts. It calls for systemic support to alleviate LTEs' workload pressures and enable dialogic and praxis-oriented pedagogies. These findings contribute to global discussions on TESOL teacher education, offering insights into how structural and cultural factors influence teacher preparation. They emphasize the need for nuanced approaches that integrate criticality and equity into teacher education, ensuring that LTEs can effectively prepare PSTs for real-world challenges in diverse educational settings

Avineri, N. (2024). Cultivating a language teaching and social justice praxis: Paying attention to the tension to set intention. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 41–50). Bloomsbury Academic. Banegas, D. (2022). Teacher educators’ funds of knowledge for the preparation of future teachers. RELC Journal, 53(3), 686–702. https://doi.org/10.1177/0033688220973083 Barahona, M., & Davin, K. (2021). A practice-based approach to foreign language teacher preparation: A cross-continental collaboration. Profile Issues in Teachers' Professional Development, 23(1), 181–196. https://doi.org/10.15446/profile.v23n1.85326 Barahona, M., & Darwin, S. (2021). Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context. Language Teaching Research. https://doi.org/10.1177/13621688211054145 Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747 Johnson, K. E., & Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(1), 116–127. Lau, S. M. C., & Lin, A. M. Y. (2024). Reimagining critical language teacher education through translanguaging and transknowledging. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 289–305). Bloomsbury Academic. Selvi, A. F., & Kocaman, C. (2024). Introducing criticality and critical English language teacher education: Tensions, opportunities, and possibilities. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 1–18). Bloomsbury Academic. Tezgiden-Cakcak, Y. (2024). Pedagogizing critical materials analysis and development. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 111–128). Bloomsbury Academic. Yuan, R., & Yang, M. (2022). Unpacking language teacher educators’ expertise: A complexity theory perspective. TESOL Quarterly, 56(2), 656–687. https://doi.org/10.1002/tesq.3088