This study relied on the reflections of 12 novice English language teachers and 3 supervisors to explore the status quo of teacher training in 3 private language institutes with headquarters in Tehran and about 420 language schools throughout the country. Extensive data collection was done through semi-structured interviews, focus group discussions, and teacher diaries as well as informal peer interviews and observation of occasional meetings of supervisors and teachers. To analyze data, an inductive analysis procedure was used. Findings revealed that current language teacher training courses in the context of concern may require different types of improvements with regard to theory-practice gap, supervised in-service workshops, reflective teaching skills, use of technology, and teachers' experiential learning.


Teacher Education, Teacher Training, English Language Teaching, Beliefs, Novice Teachers, Supervisors, Qualitative Study

Author Bio(s)

Leila Tajik is an assistant professor at Alzahra University, Tehran, Iran. Her main research interest is English language teacher education. She has published articles on teacher education in journals including Journal of Moral Education and The Australian Journal of Teacher Education. Correspondence regarding this article can be addressed directly to: tajik_l@alzahra.ac.ir.

Seyyed-Abdolhamid Mirhosseini is an Associate Professor at Alzahra University, Tehran, Iran. His research areas include sociopolitics of language education, qualitative research methodology, critical discourse studies, and critical sociolinguistics. His writing has appeared in journals including Applied Linguistics; Changing English; Journal of Multicultural Discourses; Language, Culture and Curriculum; Pedagogy, Culture & Society; and TESOL Quarterly. He is the editor of Reflections on Qualitative Research in Language and Literacy Education (Springer, 2017) and the guest editor of a 2018 special issue of Critical Inquiry in Language Studies on “Politics of Research in Language Education.” Correspondence regarding this article can also be addressed directly to: mirhosseini@alzahra.ac.ir.

Ameneh Ramezani is a MA Graduate in the ELT department, Faculty of Languages and Literature, Alzahra University, Vanak Square, Tehran, Iran. Correspondence regarding this article can also be addressed directly to: ramezani.a87@gmail.com

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