Navigating equity tensions and enacting agency in Chinese TESOL practicums

Abstract

This qualitative study examined how 38 preservice TESOL teachers placed in Chinese middle schools identified, navigated, and challenged perceived pedagogical inequities during a brief practicum. Using a critical sociocultural framework, reflective papers ( N = 38) and focus groups ( n = 16) were analyzed for participants’ perceptions, motivations, and strategies. Thematic analysis revealed a dynamic, cyclical model of agency development comprising four stages: critical awareness and attribution of inequity; navigating tension between ideals and constraints; cultivating relational and affective pedagogy; and deploying inclusive and differentiated practices. Participants identified exclusionary routines as dividing practices rooted in high-stakes testing cultures and hierarchical norms. Despite their constrained novice authority, they enacted agency through relationship-building and differentiated instruction. Findings underscored the transformative potential of preservice teachers when supported by prior coursework and structured reflection to move from recognizing inequity toward enacting equitable pedagogy. The study recommends integrating a critical sociocultural framework, simulated teaching dilemmas, and distributed field experiences into teacher education.