Pre-service ELT Teachers’ Prospective Needs and Desires for their Pre-service Teacher Education

Year 2021, , 1 - 12, 03.09.2021

Odiléa Rocha-erkaya Onur Ergünay

https://doi.org/10.33200/ijcer.909940

Abstract

The purpose of the study is to explore the voices of pre-service ELT teachers on their prospective needs and desires for their pre-service teacher education curriculum. A qualitative research was conducted with freshman and sophomore students at an ELT Department in a Faculty of Education of a public university in Turkey. To reach an in-depth understanding of participants’ knowledge, qualitative data were collected through 10 focus group discussions which 66 pre-service ELT teachers attended. Inductive analysis revealed that participants’ prospective needs are categorized under two emerging themes: (a) instructional/practical and (b) attitudinal/behavioural development. In addition, the prospective desires of them are categorized under two emerging themes: (a) instructional/practical development and (b) content development. Finally, the participants emphasize reducing the number of theoretical courses from the program and increasing practical courses instead. 

Keywords

Pre-service teachers’ needs and desires, Teacher competencies, Curriculum evaluation, Professional development

Supporting Institution

The research was not funded by any public or commercial sector.

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