ABSTRACT
This chapter maps out the most prominent contradictions in the activity of learning to teach EFL in the teacher-education programme. The analysis has demonstrated the nature of pre-service teachers' inner conflicts as their own beliefs were faced with reality, and tensions between pre-service teachers' views of teaching and those of the community, together with the curriculum of the programme and the practicum. Pre-service teachers in this study had different motives for teaching English at schools compared to teacher mentors and university educators. It became clear that pre-service teachers crossed boundaries as they engaged in actual teaching at schools, at the teacher-education programme and in the interaction between the university and schools. As Veliz Campos argues, the overall quality of teaching and learning of English will certainly improve by establishing a much-needed permanent connection between teacher-training colleges and schools. This chapter also focuses on the activity of learning to teach EFL in a specific teacher-education programme in Chile.
