Exploring the Dynamics of Professional Development Agency Among Chinese Pre-Service English Teachers During Teaching Practicum

Current curriculum reforms in China have positioned pre-service teacher education as indispensable to the development of a high-quality, professionally grounded teaching force. While professional development agency (PDA) is fundamental in teacher professional development, limited attention has been paid to the dynamics and determinants of Chinese pre-service English teachers’ PDA during the teaching practicum. To bridge this gap, this mixed-methods study investigated the status and determinants of PDA among 275 Chinese pre-service English teachers and conducted follow-up semi-structured interviews with 12 participants. The findings revealed a moderate level of PDA among the participants. Social-relational factors within the practicum ecology, particularly the interactions with practicum peers, students, mentors and pre-service teachers' practicum view, were identified as the primary predictors of PDA, while the university-based factors were not significantly related to its development. These findings underscore that PDA is not merely an individual attribute but a socioculturally situated construct shaped by the practicum ecology. The study offers significant implications that fostering pre-service teachers’ autonomy and constructing collaborative social networks are essential for optimizing talent cultivation and supporting the professional identity construction of future educators.