Abstract
This study explores the developmental process of a pre-service English teacher, focusing on when and how learning occurs that contributes to teachers’ development. Using the Trajectory Equifinality Approach (TEA), the research visualizes the journey of one graduate student’s development toward becoming a secondary school English teacher. Data were collected using semi-structured interviews. The analysis highlights four significant factors: practical teaching experiences, feedback from mentors, collaborative learning environments in fostering reflective practices, and learning based on individual developmental stages. Findings suggest that development as an English teacher occurs through cycles of action and reflection, guided by feedback and reinforced through supportive relationships with fellows and mentors. The study provides implications for teacher education programs, emphasizing the need for collaborative learning environments where teachers can receive personalized feedback on their classes and work with others at similar developmental stages.
