ABSTRACT
This chapter explores the findings of the study related to the role of school-based experiences, and especially the practicum in the activity of learning to teach EFL. Teacher-identity construction was given by a constant negotiation between what was expected from pre-service teachers as teachers and who they wanted to become agency or individual. The inclusion of sequential school-based experiences, as part of teacher-education programmes is part of the recent reforms of teacher education implemented in Chile. The activity of practising to be a teacher revealed challenges, negotiations and conflicts. The practicum is a compulsory activity situated in the last formal year of the training programme: that is, in the fifth year of the SLTE programme. By the end of the practicum, pre-service teachers wrote a reflective narrative about their practicum experiences. Classroom management refers to those elements of teachers' work that promote a positive learning environment in the classroom and also foster student engagement in classroom activities.
