Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several...

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Autores principales:	Fatemeh Karimi, Ebrahim Fakhri Alamdari, Mehrshad Ahmadian
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	teacher education student teachers english language teaching beliefs identity theory and practice Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11113 https://doaj.org/article/406bbe9d94f54d05a40c43c0e2b50adf
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spelling	oai:doaj.org-article:406bbe9d94f54d05a40c43c0e2b50adf2021-11-13T09:02:26ZGiving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iranhttps://doi.org/10.17323/jle.2021.111132411-7390https://doaj.org/article/406bbe9d94f54d05a40c43c0e2b50adf2021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/11113/12934https://doaj.org/toc/2411-7390The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.Fatemeh KarimiEbrahim Fakhri AlamdariMehrshad AhmadianNational Research University Higher School of Economicsarticleteacher educationstudent teachersenglish language teachingbeliefsidentitytheory and practiceEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 140-154 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher education student teachers english language teaching beliefs identity theory and practice Education L Philology. Linguistics P1-1091
spellingShingle	teacher education student teachers english language teaching beliefs identity theory and practice Education L Philology. Linguistics P1-1091 Fatemeh Karimi Ebrahim Fakhri Alamdari Mehrshad Ahmadian Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
description	The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.
format	article
author	Fatemeh Karimi Ebrahim Fakhri Alamdari Mehrshad Ahmadian
author_facet	Fatemeh Karimi Ebrahim Fakhri Alamdari Mehrshad Ahmadian
author_sort	Fatemeh Karimi
title	Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
title_short	Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
title_full	Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
title_fullStr	Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
title_full_unstemmed	Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran
title_sort	giving voice to the voiceless: probing current issues for student teachers in efl teacher education program in iran
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11113 https://doaj.org/article/406bbe9d94f54d05a40c43c0e2b50adf
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Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

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