Evaluation of the Teacher Education Programs in EFL Context: A Testimony of Student Teachers’ Perspective

Abstract

Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondents' perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.

English language assessment in Bangladesh today: principles, practices, and problems

“…Recognizing the importance of the teacher education for improved teaching performance, the Bangladesh government has set up a number of teachers' training institutes and centers to facilitate in-service teacher education (Karim, Shahed, Mohamed, Rahman, & Ismail, 2019) while graduate and postgraduate programs in TESOL, TEFL, TESL, and ELT constitute pre-service teacher education . Besides, various donor-aided training programs, such as English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Teaching Quality Improvement in Secondary Education Project (TQI-SEP), Secondary Education Quality and Access Enhancement Project (SEQAEP), and English in Action (EiA) have also contributed to the capacity building of the teachers (Hamid, 2010).…”

English language teaching in Bangladesh today: Issues, outcomes and implications

“…Bangladesh, a vibrant EFL context (Ali & Walker, 2014) that has undertaken TE programmes as the sole avenue to produce auxiliary forces which not only contribute to national economy but also power the global economy (Karim, Shahed, Rahman, & Mohammad, 2019b), has been continuing TE and professional development programmes for English teachers in the form of preservice and in-service TE programmes. Graduate and postgraduate programmes in TESOL, TEFL, and ELT constitute preservice TE (Karim, Shahed, Mohamed, Rahman, & Ismail, 2019a) while government initiated in-service teacher education programmes, Certificate in Education (C-in-Ed) and Bachelor of Education (B.Ed), shape the in-service training programmes in the context. Additionally, the country benefitted by the donor-aided training programmes for English teachers, namely English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Teaching Quality Improvement in Secondary Education Project (TQI-SEP), Secondary Education Quality and Access Enhancement Project (SEQAEP), and English in Action (EIA) (Hamid, 2010).…”

“…As regards the outcome, Karim et al (2019aKarim et al ( , 2019b report the adequacy in terms of knowledge base that prevails in preservice TE programmes. Conversely, Hamid (2010) defined the knowledge imparted in C-in-Ed and B. Ed programmes as inadequate since the contents of these programmes exert limited focus on the practical aspects of English teaching.…”

Ways of EFL Teachers in Developing Their Pedagogical Competences

“…Pedagogical competence always deals with teachers' competence in the ability to manage the teaching-learning activities, including planning, implementation, and evaluation of learning outcomes of learners. This study has been researched by Abad (2013), Liu and Kleinsasser (2015), Suhirman et al, (2016), Sulistiyo (2016), Abu and Halim (2017), Irmawati et al, (2017), Firman et al, (2019, Karim et al, (2019), Şentürk andZeybek (2019), andSiregar et al, (2020). They have the unique finding in their study that teachers not only work for delivering and transferring the values and knowledge but also should be able to position themselves as the model in practicing what they teach in the class with the students.…”