Affiliation:
1. University of Cyprus, Cyprus
Abstract
The students were asked to keep a reflective journal and make blogs entries, written narrative interviews, regarding various issues related to their past and present learning experiences, continuous professional development, language teacher identities, teaching and learning, teaching practicum, and peer observations. The analysis of reflective journal and blog entries as well as focus group discussions showed that student teachers' professional identities are shaped by their experiences at academic, pedagogical, and personal levels. Their practical and theoretical courses at university together with teaching practicum enhanced their critical-reflective engagement, research-oriented practices, allowing them to become reflective and critical practitioners in the future.