Australian Journal of Teacher Education
Abstract
Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency is actually needed and the amount of practice teaching should also be increased. Additionally, the findings of this study also offer some helpful suggestions and/or recommendations for improving the current EFL teacher education programme at least in the Spanish evaluation context.
Recommended Citation
Martínez Agudo, J. (2017). What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain. Australian Journal of Teacher Education, 42(8). https://doi.org/10.14221/ajte.2017v42n8.5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons