EVALUATING ENGLISH LANGUAGE TEACHER EDUCATION (ELT) PROGRAMS IN TURKEY: PERSPECTIVES, INSIGHTS, AND RECOMMENDATIONS FROM PRE-SERVICE AND IN-SERVICE ENGLISH TEACHERS
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This study evaluates English Language Teacher Education (ELTE) programs in Turkey through the perspectives of two key stakeholder groups: pre-service and in-service English language teachers. Adopting a qualitative research design, data were collected via semi-structured interviews and open-ended survey questions, and analyzed thematically. The findings reveal that pre-service and in-service English teachers generally acknowledge the strengths of ELTE programs in providing solid theoretical foundations, fostering linguistic proficiency, and introducing a variety of teaching methodologies. However, both groups identified significant gaps, particularly in the integration of theory and practice, the adequacy of practicum experiences, and the development of assessment literacy and technology integration skills. Pre-service teachers emphasized the need for extended practicum opportunities, enhanced mentoring, and more exposure to real classroom contexts. In-service teachers highlighted the importance of ongoing professional development, alignment of program content with current classroom realities, and greater focus on differentiated instruction. Recommendations include enriching practicum opportunities, strengthening university-school collaborations, embedding reflective teaching practices and technology skills into curricula, and designing targeted training modules that address the specific needs of English teachers at each career stage. These insights have implications for policy makers, curriculum designers, and teacher educators aiming to improve the relevance and effectiveness of ELTE programs in Turkey.
