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Kim, Chonghoon. 2013. Practicum Experiences of Pre-service English Teachers: The Gap Between their Beliefs and Practices. Journal of Linguistic Studies 18(1), 21-44. The purpose of this research is to investigate how pre-service English teachers' beliefs about teaching English are translated into the classroom practices during their teaching practice, and how prior experiences as learners of English relate to classroom during the practicum. Thirteen pre-service English teachers in A university were interviewed right after the 5-week practicum. Classroom observations of two pre-service English teachers were also conducted, with their teaching plan of the practicum analyzed. The findings indicated that what they believe about teaching English generally corresponds with what they do in the classroom, but that the two does not always coincide. Contextual factors such as time constraints, college entrance exam, including students' low English proficiency and lack of student understanding and motivation were shown to create the gap between pre-service teachers' beliefs and practices. Their classroom behaviors and instructional decisions during the practicum were found to be generated based on their own prior experiences as English learners. (Jeju National University)