Investigating the development of professional pedagogical responsibility of English language student teachers in Chile

This is a four-year project with a mixed method research design. The objective of this project is to systematically identify and understand the nature of pedagogical practices in some initial training programs for English teachers that allow and limit the development of professional responsibility. By examining the pedagogical practices of different English teacher training programs across the country, the study will systematically investigate the factors that enable and constrain how preservice teachers accept responsibility for acting and reflect on their decisions and actions as English teachers. The study also considers an intervention to support the development of collective agency and a sense of educational justice among future teachers.