Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China

Abstract With increasing attention being paid to teacher education, various theoretical perspectives have been adopted study on how pre-service teachers learn teach. This employed complexity theory as conceptual framework and examined two EFL teachers’ practicum experiences by qualitative case identified three core characteristics of their learning-to-teach: complexity, dynamism self-organization. It is found that learning, a complex system, interacted between among network socio-contextual factors thus influenced during the learning process in non-linear way. made empirical contributions research field education provided implications for university-school collaboration-based practice.