International Journal of Research in English Education

en The Critical Analysis of the Missing Links and Problems in Iran’s English Teacher Training Courses The Critical Analysis of the Missing Links and Problems in Iran’s English Teacher Training Courses تخصصي Special پژوهشي Research This study critically analysed the missing links and problems in Iran's English teacher training courses. &lrm;The research questions addressed the impact of the lack of emphasis on Second Language Acquisition (SLA) &lrm;theories in teacher training courses, the perception and potential negative effects of the practicum &lrm;component, and other factors that hindered effective teacher preparation and professional development. The &lrm;study adopted an interpretivism paradigm and utilized an exploratory qualitative research approach. The &lrm;participants consisted of English teachers who had completed Teacher Training Courses (TTC) in Iran. &lrm;Convenience sampling was employed, and the researchers actively participated in 200 hours of TTC courses &lrm;for participant observation. Data collection methods included interviews and participant observation. The &lrm;data was analysed using inductive content analysis and thematic analysis. The findings indicated that SLA &lrm;theories were de-emphasized in TTC, leading to limited knowledge and understanding of language &lrm;acquisition processes. The practicum component was perceived negatively, with trainees experiencing &lrm;pressure and anxiety. Other identified factors hindering effective teacher preparation included the short &lrm;duration and intense coursework, financial constraints, limited impact of SLA theories on teaching &lrm;approaches, and a lack of modern facilities hindering innovation. The pedagogical implications suggested &lrm;enhancing the emphasis on SLA theories, redesigning the practicum component to create a supportive &lrm;learning environment, addressing financial constraints, providing modern facilities, extending course &lrm;duration, and fostering collaborative learning and peer support. The study provided valuable insights into &lrm;the problems and offered suggestions for improving the effectiveness of English teacher training courses in &lrm;Iran&lrm;.   This study critically analysed the missing links and problems in Iran's English teacher training courses. &lrm;The research questions addressed the impact of the lack of emphasis on Second Language Acquisition (SLA) &lrm;theories in teacher training courses, the perception and potential negative effects of the practicum &lrm;component, and other factors that hindered effective teacher preparation and professional development. The &lrm;study adopted an interpretivism paradigm and utilized an exploratory qualitative research approach. The &lrm;participants consisted of English teachers who had completed Teacher Training Courses (TTC) in Iran. &lrm;Convenience sampling was employed, and the researchers actively participated in 200 hours of TTC courses &lrm;for participant observation. Data collection methods included interviews and participant observation. The &lrm;data was analysed using inductive content analysis and thematic analysis. The findings indicated that SLA &lrm;theories were de-emphasized in TTC, leading to limited knowledge and understanding of language &lrm;acquisition processes. The practicum component was perceived negatively, with trainees experiencing &lrm;pressure and anxiety. Other identified factors hindering effective teacher preparation included the short &lrm;duration and intense coursework, financial constraints, limited impact of SLA theories on teaching &lrm;approaches, and a lack of modern facilities hindering innovation. The pedagogical implications suggested &lrm;enhancing the emphasis on SLA theories, redesigning the practicum component to create a supportive &lrm;learning environment, addressing financial constraints, providing modern facilities, extending course &lrm;duration, and fostering collaborative learning and peer support. The study provided valuable insights into &lrm;the problems and offered suggestions for improving the effectiveness of English teacher training courses in &lrm;Iran&lrm;.   Critical Analysis, (English) Teacher Training Courses, Missing Links, Second Language Acquisition (SLA) theories, Trainees. Critical Analysis, (English) Teacher Training Courses, Missing Links, Second Language Acquisition (SLA) theories, Trainees 112 126 http://ijreeonline.com/browse.php?a_code=A-10-1017-1&slc_lang=en&sid=1 Vahid Ghorbani Vahid Ghorbani S39611171003@phd.araku.ac.ir 10031947532846003281 10031947532846003281 Yes Department of English Language Teaching, Arak University Department of English Language Teaching, Arak University Hamed Zarabi Hamed Zarabi hamedzarabi97@gmail.com 10031947532846003282 10031947532846003282 No Islamic Azad University of Gonbad-e-Kavous , Islamic Azad University of Gonbad-e-Kavous Nadia Gharani Nadia Gharani Nadia.gh1998@gmail.com 10031947532846003283 10031947532846003283 No Islamic Azad University of Gonbad-e-Kavous Islamic Azad University of Gonbad-e-Kavous Mina Abbaszadehbooket Mina Abbaszadehbooket Minaabb61@gmail.com 10031947532846003284 10031947532846003284 No PhD Candidate at Tabriz University PhD Candidate at Tabriz University