Exploring pre-service EFL teacher identity: A scoping review from 2014 to 2024

Abstract

This scoping review aims to synthesize the literature on pre-service EFL teacher identity across different cultural contexts and diverse theoretical lenses. By systematically mapping 24 studies published between 2014 and 2024, it identifies four core themes: (1) emotion-driven identity construction, (2) technology-mediated teacher identity, (3) dynamic identity negotiation through teaching practice, and (4) cross-cultural identity tensions. Theoretical/conceptual frameworks including sociocultural theory, communities of practice, investment theory, and discursive approaches are commonly adopted in current pre-service EFL teacher identity research. Methodologically, this research has predominantly employed qualitative approaches, particularly case study and narrative inquiry, to capture the complex and context-specific nature of identity formation. However, gaps remain in longitudinal research and studies focusing on technology integration. Drawing on these findings, the paper offers pedagogical implications for teacher education, such as integrating emotional scaffolding, digital literacy training, practicum-reflection cycles, and cross-cultural support, and outlines directions for future research.