Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.
Adamson, B. (2012). International comparative studies in teaching and teacher education. Teaching and Teacher Education, 28, 641–648.
Al Barwani, T., Al-Mekhlafi, A., & Nagaratnam, R. P. (2013). Service-Learning Might be the Key: Learning From the Challenges and Implementation Strategies in EFL Teacher Education in Oman. International Journal of Instruction, 6(2), 109–128.
Al-Gaeed, I. H. (1983). An evaluative study of the English as a foreign language teacher preparation programs of Saudi Arabia as perceived by program students and graduate (Unpublished doctoral dissertation). Indiana University: Indiana, USA.
Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 1108–1149). New York: Macmillan.
Beretta, A., & Davies, A. (1985). Evaluation of the Bangalore Project. ELT Journal, 39, 121–127.
Besong, F., & Holland, C. (2015). The dispositions, abilities and behaviors (DAB) framework for profiling learners’ sustainability competencies in higher education. Journal of Teacher Education for Sustainability, 17(1), 5–22.
Cosgun-Ogeyik, M. (2009). Evaluation of English Language Teaching Education Curriculum by Student Teachers. Insan ve Toplum [Human and Society]. 9(1), 42–57.
Day, R. R. (1991). Models and the knowledge base of second language teacher education. East Lansing, MI: National centre for Research on Teacher learning.
Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study (Unpublished doctoral thesis). Middle East Technical University, Ankara, Turkey.
Freeman, D., & Johnson, K. E. (1998). Reconceptualising the knowledge-base of language teacher education. TESOL Quarterly, 32, 397–417.
Gholami, J., Sarkhosh, M., & Abdi, H. (2016). An exploration of teaching practices of private, public, and public-private EFL teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16–33.
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59, 361–373.
Lynch, B. K. (2003). Language assessment and program evaluation. Edinburgh: Edinburgh University Press.
Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 429–442). Boston: Heinle & Heinle.
Peacock, M. (2009). The evaluation of foreign-language-teacher education programs. Language Teaching Research, 13, 259–78.
Rea-Dickins, P., & Germaine, K. P. (1998). The price of everything and the value of nothing: trends in language program evaluation. In P. Rea-Dickins, & K. P. Germaine (Eds.), Managing evaluation and innovation in language teaching: building bridges (pp. 3–19). London: Longman.
Redman, E. (2013). Opportunities and challenges for integrating sustainability education into k-12 schools: Case study phoenix, AZ. Journal of Teacher Education for Sustainability, 15(2), 5–24.
Richards, J. C., & Schmidt, R. (1985). Dictionary of language teaching and applied linguistics. London: Pearson Education.
Sandlin, R. A., Young, B. L., & Karge, B. D. (1992). Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development. Action in Teacher Education, 14, 16–23.
Seferoglu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education program in Turkey. Journal of Education for Teaching, 32, 369–378.
Seyoum, Y. (2016). Analysis of faculty members attitude towards academic development endeavors in some selected ethiopian universities. International Journal of Instruction, 9(1), 41–64.
Sullivan, J. H. (2006). The importance of program evaluation in collegiate foreign language programs. The Modern Language Journal, 90, 590–593.
Weir, C., & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
White, R. (1998). What is quality in English language teacher education? English Language Teaching Journal, 52, 133–39.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
Yang, W. (2009). Evaluation of teacher induction practices in a US university English language program: Towards useful evaluation. Language Teaching Research, 13, 77–98.