Dynamics of EFL Teacher Education in Iran: A Qualitative Enquiry

Abstract

Following the shift of focus in English language teaching (ELT) from method-oriented approaches toward postmethod orientation, some teacher education programs have devoted significant attention to sociopolitical and critical approaches. However, some scholars believe that in many educational programs, critical and sociopolitical aspects are still ignored. In order to explore how accurately this perspective reflects the approach that dominates ELT teacher education in Iran, teacher education courses in three EFL centers were observed through a semistructured checklist three times, that is, early, halfway through, and late in the course. Also, three teacher educators were interviewed about the courses they would hold. Thematic analysis of the interview transcripts and the observation data showed that major characteristics of these courses are detailed implementation of preplanned courses, lack of teacher learners' reflection and collaboration, lack of attention to teacher learners' critical consciousness and transformative potentials, as well as dominance of a summative approach to assessment. These findings suggest a substantial discrepancy between what postmethod promotes and how ELT is currently practiced in Iran.