This project aims to explore the perceptions of teacher educators (TEs) working in a Chilean English as a Foreign Language teacher education program regarding the alignment between Practicum and Didactic courses. The study addresses two main theoretical areas: communities of knowledge in English Language Teaching (ELT) and the relationship between theory and practice in teacher education. 

The importance of communities of knowledge in English Language Teacher Education (ELTE) lies in their determination of what constitutes worthwhile knowledge in ELT. Examining the perceptions of this specific group of teacher educators will allow for description of what counts as knowledge for this community and how this community thinks and works. This is particularly relevant because the description of what counts as knowledge for TEs is bound to influence their actions and discourse when teaching. Johnson and Golombek (2018) emphasize that attention to the knowledge-base in ELT is crucial to prepare pre-service teachers (PST) for an increasingly diverse and unequal globalized world. Drawing from Vygotskyan perspectives, ELT pedagogy must provide opportunities where PST can internalize academic concepts about ELT in day-to-day activities in classrooms so they can re-structure their understandings. 

Regarding the relationship between theory and practice, Barahona et al. (2025) identify an important gap between what TEs report about their work and what they actually do. While Yuan (2017) suggests that modelling can become a useful strategy to bridge this gap, Korthagen (2010) argues that there is no single answer to solve this perennial dilemma, noting particularly the scarcity of evidence from insiders' perspectives. Therefore, this study contributes to the scarce existing research with valuable insiders' perspectives about the relationship between theory and practice. 

The main focus of this study comprises insiders—teacher educators working in two specific areas: Practicum and Teaching and Learning courses (both Primary and Secondary). What remains insufficiently examined is how teacher educators in didactic courses perceive the alignment between their instructional expectations and what practicum tutors observe in pre-service teachers' actual classroom practice. This gap in the literature is particularly significant given the potential disconnect between what is taught in university settings and what is enacted in authentic classroom contexts. 

Understanding these different perspectives—from didactic course instructors and practicum supervisors—can illuminate how teacher education programs can strengthen the connection between theoretical preparation and context-bound pedagogical decision-making. This understanding is essential because examining the perceptions of this specific group of teacher educators will allow for description of what counts as knowledge for this community—descriptions that are bound to influence their actions and discourse when teaching. 

The general objective is to explore teacher educators' perceptions on the alignment between Practicum and Teaching and Learning courses in this EFL teacher education program. Three specific objectives guide this inquiry: (1) to describe the perceptions of teacher educators about their work and what they report about their practices and responsibilities; (2) to analyze the perceptions of teacher educators in practicum courses regarding the coherence between instructional expectations taught in university-based didactic courses and the pedagogical decisions enacted by pre-service teachers in school placements; and (3) to analyze the perceptions of teacher educators in didactic courses regarding this same coherence. 

The outcomes of this project will provide useful insights that will allow primarily to describe what teachers report, examine their perceptions, and understand individual and collective practices that can illustrate the level of alignment in these two areas. An additional aspect to consider is the potential benefits of the findings in the redefinition or adjustments of these courses' programs. The primary contribution of this research bridges the academic preparation of future EFL teachers and the practical realities they face in the classroom, ultimately ensuring that TEs support the learning process of pre-service teachers by providing them with the necessary skillset to make informed pedagogical decisions directly responsive to their future students' learning needs in school settings. 

This study follows an exploratory qualitative research design seeking to illuminate teacher educators' and practicum tutors' perceptions on the alignment between didactic and practicum courses. The study employs audio journals as the primary data collection method (Verma, 2021; Moretti, 2025). Participants will be provided with detailed instructions on recording audio journal entries, including a thematic list of prompts aligned with research objectives while maintaining sufficient flexibility for participants to explore their thoughts and experiences authentically. The audio journal method requires thoughtful relationship management between researchers and participants, with researchers performing a facilitative role to support and prompt participants while empowering them to use the tool in ways that suit their individual needs. The research process follows a three-stage design informed by established audio diary protocols. Stage one comprises entrance meetings with participants to sensitize them to the research scope and process, provide operational guidance about recording and submitting entries, and establish supportive relationships. Stage two involves the audio journal recording period spanning approximately three months, with participants asked to submit entries weekly or bi-weekly. Participants will receive structured prompts designed to guide reflection on key themes related to alignment between university coursework and practicum experiences. Throughout this phase, researchers will provide unobtrusive support through weekly messages offering brief encouragement and reminders. Stage three comprises exit interviews conducted after participants complete their audio journal submissions, providing platforms for participants to review their data, offer feedback about the audio journal method, and enable researchers to clarify any transcription issues while allowing participants to reflect further on their experiences. Data analysis will follow thematic analysis examining both cross-sectional themes across all participants and longitudinal patterns within individual participants' journeys. This process will employ Computer-Assisted Qualitative Data Analysis Software (CAQDAS). The critical aspect of analyzing audio journal data is embracing time as part of the analysis, considering how participants' experiences, thoughts, and feelings change over the recording period. Analysis will follow an open coding process with maximum flexibility, fragmenting data to derive properties and creating a taxonomy of concepts and categories while maintaining attention to the longitudinal dimension. Participants include teacher educators teaching didactic and practicum courses in this teacher education program. Purposive sampling will ensure diversity in perspectives and experiences. Participation will be voluntary with informed consent, and data will be anonymized and stored securely.

This research makes contributions to English language teacher education by establishing evidence-based understanding of alignment between Practicum and Didactic courses. By examining these perceptions, the study provides insights that inform adjustments to practices, offering more cohesive preparation for pre-service teachers in this teacher education program. The primary contribution bridges the academic preparation of future EFL teachers and the practical realities they face in classrooms. This aims to ensure that TEs support the learning process of pre-service teachers and their work in classrooms by providing them with skillsets to make informed pedagogical decisions responsive to their future students' learning needs. A key benefit to the school context is providing this community with evidence-based insights to guide future curricular and pedagogical improvements. The results will contribute practical knowledge to both disciplinary didactic courses and practicum workshop sessions, allowing them to address issues regarding theory-practice alignment based on empirical data. This focus is essential for ensuring that future teachers receive integrated preparation where teaching theories and context-bound pedagogical decisions co-exist effectively to maximize student learning. While the study's central theme is alignment between coursework and practice, supporting pre-service teachers in making informed decisions contributes to developing their agency and professional identity. The ability to select teaching approaches based on known teaching theories and context represents relevant benefits this research may help illuminate. This approach is expected to advocate for more inclusive and equitable classrooms where linguistic diversity is welcomed. By studying these didactic-practicum connections, the researchers aim to strengthen how pedagogical content knowledge is developed and enacted, providing a model for how pre-service teachers can be better supported during their formative years. The findings will inform conversations about future curricular changes in the program and contribute to broader discussions in EFL teacher education contexts.

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