Progressive Integration of High-Leverage Practices in English Language Teacher Education: Insights from a Chilean Practicum Program

This study examines the integration and progression of High-Leverage Practices (HLPs) in a Chilean English language teacher education practicum program. Using a mixed-methods approach, we analyzed documentary evidence and survey data from 283 preservice teachers and seven tutor teachers to assess HLP implementation across practicum stages. Findings revealed inconsistencies in HLP exposure, with gaps in structured progression affecting teachers' confidence and instructional adaptability. While HLPs exposure was associated with improved classroom management, misalignment in mentorship and feedback practices hindered optimal application. Some HLPs, such as lesson planning and student engagement, are well-integrated, whereas others, like real-time formative assessment and differentiated instruction, are inconsistently addressed. The study proposes a structured model for progressive HLP integration, ensuring coherence between theoretical instruction and classroom practice. Findings highlighted the need for targeted mentorship training and refined assessment frameworks to support pre-service teachers effectively. This research contributes to practice-based teacher education, emphasizing the importance of systematic HLP progression for developing confident and adaptable educators.