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

Articles in Press

Document Type : Research Paper

Authors

1 Department of English, Faculty of Literature, Alzahra University

2 Department of English, Faculty of Literature, Tehran, Iran

10.22099/tesl.2025.51947.3365

Abstract

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.

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Main Subjects

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Articles in Press, Accepted Manuscript
Available Online from 21 July 2025

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History

  • Receive Date: 01 January 2025
  • Revise Date: 16 July 2025
  • Accept Date: 21 July 2025

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