Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

中文翻译：

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职前英语教师的叙事身份

目标。这项现象学研究探讨了实习前英语作为外语（EFL）教师的经验。因此，本文旨在阐明职前英语外教教师的实习经历对其职业身份的影响。方法。基于叙事认同方法，该现象学探究考察了职前英语外语教师（N = 20）的实践经验。向举报人提出了一个简单的问题，目的是澄清其个人构想。结果。实习在全世界的教育学院中都起着重要作用。在实践教学中应用的理论是相当普遍和普遍的。但是，实践中使用的实践可能显示出不同教育系的差异。此外，实习内容 教师候选人和导师的特征可能会导致实习以多种方式进行。同时，全世界都对职前教师教育的实践方面给予了极大的重视。此外，实践的确切理论和相关实践的预期结果在世界各地的教育学院中相对相同。但是，实践做法代表了机构之间的差异。但是，职前教师的特点和经验可能会导致在不同的背景下以多种方式进行该实践。结论。研究结果表明，教师候选人在实习期间会发展出正面和负面的认知结构。提供了相关的含义，以克服在实践中遇到的问题，并提出发展EFL职前教师实践过程的方法。关键字：EFL教师，职前EFL教师，实习，叙事身份，职业身份