Construct shift of trainee teachers in English language after practicum experience

English language students were questioned and asked to comment via a weblog in order to observe any shift in constructs following practicum in schools. Participants observed each other presenting in a course, Teaching Language Skills, focusing on points of preference. Participants entered their comments on presentations onto a weblog. Eight months later, upon beginning and partial completion of practicum at schools, participants were interviewed regarding priorities established as they observed mentors in classes. The 2 series of data were compared and a significant shift in personal constructs was found, in that while the main focus was on variety of activities during prepracticum, by the time of the postpracticum, priority had shifted in favor of smooth flow of course delivery by the teacher.