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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) | ||
| دوره 44، شماره 4، آذر 2025، صفحه 137-169 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.51947.3365 | ||
| نویسندگان | ||
| Leila Tajik* ؛ Sonia Babaee | ||
| Department of English, Alzahra University, Tehran, Iran | ||
| چکیده | ||
| English Language Teacher Education (ELTE) programs in Iran have been designed in a distinctive bilingual environment where private language institutes offer influential training foundations for most English as a Foreign Language (EFL) teachers. 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 future roles and provide policymakers with rich data to evaluate existing programs and make necessary modifications in areas that require improvement. | ||
| کلیدواژهها | ||
| English Language Teaching؛ English Language Institutes؛ Teacher Career | ||
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آمار تعداد مشاهده مقاله: 98 |
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