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Description
This study explores how pre-service English teachers’ aspirations to enter the teaching profession develop and change during an English pedagogy course in a university. Focusing on teacher identity and career agency, the study examines changes in teaching aspirations and teacher self-efficacy, as well as students’ perceptions of their teaching competencies and course experiences. Data were collected through pre- and post-course questionnaires and open-ended responses. Quantitative and qualitative analyses investigate factors associated with maintaining or reconsidering teaching aspirations and explore how students describe experiences that shape their emerging identities and agency as future English teachers. Implications for teacher education are discussed.