English Language Teacher Education Program in Farhangian University: Appropriacy to Teacher Trainee’s Future Professional Needs

A couple of studies and surveys have demonstrated that English teachers have often been blamed for ineffective language learning in Iranian state schools. A new second language teacher education (SLTE) program has been in place in Farhangian University since 2012 and has not yet produced any graduates. Therefore, the aim of this study was to critically reveal the aspects of this program that needed to be improved and/or maintained in order to prevent ineffective training. The evaluation framework of the knowledge base of second language teacher education developed by Jack C. Richards [1] was identified as an appropriate guideline for analyzing the program in this study. The procedure was conducted through collecting data from 150 male and female student-teachers and 5 teacher-trainers through questionnaires and interviews. A course material analysis was also carried out. The results revealed that the program has many strengths including a large emphasis on theories of teaching, teaching skills, communication skills, and subject matter knowledge, but there were shortcomings, too. It should increase the amount of practice teaching and participation in communities of practice for student-teachers. Enough time should be allotted to teaching communication skills in the course materials. Course materials and practicum should cover pedagogical reasoning skills and decision making more. Student-teachers need to know more about the influence of socio-cultural factors on learning.