Do EFL Teacher Educators “Practice What They Preach”? Tensions in the Situated Teaching Practices of EFL Teacher Educators

This study investigates how English language teacher educators (LTEs) teach and what influences their classroom practices in an English as a Foreign Language (EFL) context in Chile. The research focused on 13 LTEs from two major EFL teacher preparation programs and used Cultural Historical Activity Theory (CHAT) to analyze their methods. Through classroom observations, interviews, and pedagogical artifacts, the study revealed a significant gap between what LTEs believe they should do in the classroom and what they manifest in practice. While LTEs reported using student‐centered, interactive approaches that promote social justice, their actual teaching was predominantly teacher‐directed, relying heavily on lectures and explanations rather than engaging students in dialogue. Several factors contributed to this disconnect. Institutional pressures—including accreditation requirements, program mandates, and the need to prepare students for traditional teaching environments—forced educators to compromise their pedagogical ideals. Additionally, systemic problems such as excessive workloads and job insecurity prevented educators from implementing the teaching methods they preferred. The findings highlight the complex challenges facing English language teacher education programs globally. The study suggests that teacher preparation programs need more nuanced approaches and enhanced support systems that acknowledge the local and institutional realities that shape how LTEs teach in practice.