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on data about how EFL PSTs construct their identity in the practicum, and it is hoped that these
findings will serve to enrich theory and experience of SLTE practice.

At present teacher education programmes in Mexico operate on a one size fits all ap-

proach which does not take into consideration the differences in different school contexts. The

implications for the planning and implementation of service learning in Mexico, and possibly

similar contexts in Latin America and other disadvantaged areas, are for PSTs to be placed in

more schools with vulnerable learners in an effort for them to learn to deal with the particula-

rities of context as they move forward into new roles and identities grounded in professional

experiences of the self in formation. As a result, they will be better prepared to deal with the

challenges of working in disadvantaged areas. It is hoped that the insights reported in this paper
contribute to the literature regarding PST identity in resource poor environments.

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