Exploring Prospective English Language Teachers’ Engagement in Mediation: Insights from a Practicum Study

The study, in line with the view of teachers’ professional identity development as socio-cultural engagement, aims to explore how prospective English language teachers respond to the concept of mediation in theory and practice during their practicum study. Drawing on a broader vision of mediation anchored by critical-reflexivity, the study investigates the dynamics influencing prospective teachers’ conceptualization of mediation and their potential as well as enacted ways of relating their emerging professional vision to teaching. Grounded in case study methodology, qualitative corpora comprise reflective tasks, lesson plans, macro-teaching experiences as well as audio-recording of class discussions. Data is analysed in the progression of the course by applying content analysis and the emerging themes are discussed in relation to new descriptors on mediation proposed by the Council of Europe. The research findings reveal sensitized awareness of the versatile role mediation plays in relating to interculturality and inclusion in education but also show gaps in student teachers’ conceptualization of mediation and this raises questions on their pedagogical readiness to enact mediation in practice. In tune with socio-constructive view of teacher identity development, the study addresses personal, social, historical and political factors influencing the processes of mediation and invites further thought in defining and researching mediation in social sciences from an interdisciplinary perspective.