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Tajik, Leila, Babaee, Sonia. (1404). English Language Teacher Education Programs in Selected Language Institutes in Iran: Curriculum Priorities and Programmatic realities. , (), -. doi: 10.22099/tesl.2025.51947.3365
Leila Tajik; Sonia Babaee. "English Language Teacher Education Programs in Selected Language Institutes in Iran: Curriculum Priorities and Programmatic realities". , , , 1404, -. doi: 10.22099/tesl.2025.51947.3365
Tajik, Leila, Babaee, Sonia. (1404). 'English Language Teacher Education Programs in Selected Language Institutes in Iran: Curriculum Priorities and Programmatic realities', , (), pp. -. doi: 10.22099/tesl.2025.51947.3365
Tajik, Leila, Babaee, Sonia. English Language Teacher Education Programs in Selected Language Institutes in Iran: Curriculum Priorities and Programmatic realities. , 1404; (): -. doi: 10.22099/tesl.2025.51947.3365

English Language Teacher Education Programs in Selected Language Institutes in Iran: Curriculum Priorities and Programmatic realities

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 تیر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22099/tesl.2025.51947.3365
نویسندگان
Leila Tajik* 1؛ Sonia Babaee2
1Department of English, Faculty of Literature, Alzahra University
2Department of English, Faculty of Literature, Tehran, Iran
چکیده
English Language Teacher Education (ELTE) programs in Iran occur in a distinctive bilingual environment where private language institutes offer influential training foundations for most English as a Foreign Language (EFL) teachers. However, their curricular and pedagogical realities remain under-documented, which limits empirical improvements in teacher education programs. To address this gap, this study examines the structure and content of teacher preparation programs in four prominent Iranian language institutes to identify the core components of their training courses. To gather data, semi-structured and focus-group interviews were conducted with two novice teachers and two teacher educators from each institute selected through purposive sampling. Thematic analysis of the data revealed that training programs emphasized seven key themes: teaching methods, flexibility, practical teaching, reflection, native language use, culture, and technology. These findings can offer English language teachers valuable insights into their evolving roles and provide policymakers with data for evaluating existing programs and implementing necessary improvements.
کلیدواژه‌ها
English language teaching؛ English language institutes؛ Iranian EFL teachers
آمار
تعداد مشاهده مقاله: 2


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