What EFL Student Teachers Think about their Professional Preparation - Evaluation of an English Language Teacher Education Programme in Spain - Article 5

Oct 15, 2026

Given the importance of programme evaluation in EFL teacher education, this exploratory-interpretive study examines strengths and weaknesses of an English language teacher education programme implemented in Spain. Both quantitative and qualitative methods are used, with results showing generally positive participant evaluations regarding pedagogic competence and reflection promotion. Significant shortcomings remain, especially in the high rate of undecided responses, indicating the need for more focus on English proficiency and increased practice teaching. Recommendations are offered for programme improvement.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

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Literature Review

Programme evaluation and rationale

European references shaping teacher education

Australian Journal of Teacher Education | Volume 42 | Issue 8 | Article 5 | | --- | --- | | 2017
What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain
Juan de DiosMartínez Agudo
University of Extremadura, [jdmtinez@unex.es](jdmtinez@unex.es) | | 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). [http://dx.doi.org/10.14221/ajte.2017v42n8.5](http://dx.doi.org/10.14221/ajte.2017v42n8.5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss8/5](http://ro.ecu.edu.au/ajte/vol42/iss8/5) Australian Journal of Teacher Education What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain Juan de Dios Martínez Agudo University of Extremadura (Spain) 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. Literature Review In today´s globalized world, the unprecedented importance and role of English as the most influential language of international communication cannot be denied in our lives. Hence, much emphasis has been placed on the need to train highly qualified and competent language teachers, thus highlighting the importance of EFL teacher education programmes. Certainly, not much has been researched and written about the overall evaluation of such EFL teacher education programmes so far, except for a few published studies (Seferoglu, 2006; Peacock, 2009; Coskun & Daloglu, 2010; Karakas, 2012; Akcan, 2016). Additionally, all these studies are context-specific and mainly concerned with the implementation of such programmes in their own settings. Due to the lack of research in this area so far, further studies are actually needed. Generally, programme evaluation involves ‘the collection, analysis, and interpretation of information (…) for forming judgments about the value of a particular programme’(Robinson, 2003, p. 199). According to Peacock (2009), all L2 teacher-education programmes should be subject to critical review, incorporating a procedure for overall internal evaluation by regularly assessing its strengths and weaknesses and making suggestions and recommendations for programme improvement. In order to ensure the effectiveness ofTEFL programmes and teacher quality, it is necessary to undertake ongoing programme evaluations (Musset, 2010) . In short, evaluation constitutes an essential procedure for EFL teacher education programme improvements. Current L2 teacher education programmes (both pre-and in-service) in Europe are mainly based on contemporary references developed by the Council of Europe such as Vol 42, 8, August 2017 62 Australian Journal of Teacher Education Common European Framework of Reference for Languages-CEFRL- (C

FAQs

What is the main purpose of the study described in the abstract?

The study evaluates an EFL teacher education programme in Spain by identifying both strengths and weaknesses through analysis and critical evaluation.

Which research methods are used in the programme evaluation?

The study uses both quantitative and qualitative research methodologies.

What areas need improvement according to the findings?

The findings suggest more input on English proficiency and an increased amount of practice teaching, especially in light of many undecided responses.

Oct 15, 2026

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