Terra incognita: exploring Ukrainian pre-service EFL teachers’ cognitions

In becoming English as a Foreign Language (EFL) professionals, teachers typically pass through three key developmental stages—school language learning experiences, teacher training programs, and teaching practicum—which shape their cognitions in terms of what they know, believe, and think as EFL teachers. Addressing a significant knowledge gap in the Ukrainian EFL context, the current longitudinal study examined the formation of language teacher cognitions among Ukrainian pre-service EFL teachers to make a worthwhile contribution to the national EFL teaching knowledge base. Data were collected from 24 participants through semi-structured interviews following a narrative inquiry approach. The results reveal that secondary school teachers' professional competence and adequacy of language practice activities are major factors underpinning the formation of pre-service teachers' cognitions. A negative school imprint can trigger critical reflection, fostering a positive mindset and commitment to the profession. The findings indicate that pre-service education courses at teacher training institutions inform pre-service teachers’ understanding of desirable teacher attributes, as they value the knowledge acquired through these programs despite the apparent impracticality of some of the courses. Pre-service teachers also value the teaching practicum for providing opportunities for self-reflection, professional growth, and mentorship, supporting their development as proficient teachers.