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dc.contributor.authorKarim, Abdul
dc.contributor.authorShahed, Faheem Hasan
dc.contributor.authorMohamed, Abdul Rashid
dc.contributor.authorRahman, Mohammad Mosiur
dc.contributor.authorIsmail, Shaik Abdul Malik Mohamed
dc.descriptionThis article was published in the International Journal of Instruction [© 2019 International Journal of Instruction] and the definite version is available at: The Journal's website is at:
dc.description.abstractPre-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.en_US
dc.publisher© 2019 International Journal of Instructionen_US
dc.subjectEFL teacher educationen_US
dc.subjectTeacher learningen_US
dc.titleEvaluation of the teacher education programs in EFL context: a testimony of student teachers’ perspectiveen_US
dc.contributor.departmentBrac Institutes of Languages

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