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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.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-efl-student-teachers-think-about-their-professional-preparation-evaluation-of-an-english-language-teacher-education-programme-in-spain-article-5/593759/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-efl-student-teachers-think-about-their-professional-preparation-evaluation-of-an-english-language-teacher-education-programme-in-spain-article-5/593759.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study described in the abstract?","Question",{"text":63,"@type":64},"The study evaluates an EFL teacher education programme in Spain by identifying both strengths and weaknesses through analysis and critical evaluation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research methods are used in the programme evaluation?",{"text":68,"@type":64},"The study uses both quantitative and qualitative research methodologies.",{"name":70,"@type":61,"acceptedAnswer":71},"What areas need improvement according to the findings?",{"text":72,"@type":64},"The findings suggest more input on English proficiency and an increased amount of practice teaching, especially in light of many undecided responses.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593759,1792077863,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":80,"read_time":107,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 8 | Article 5 |\n| --- | --- |\n| 2017\u003Cbr>What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain\u003Cbr>Juan de DiosMartínez Agudo\u003Cbr>University of Extremadura, [jdmtinez@unex.es](jdmtinez@unex.es) |  |\n\nRecommended Citation  \nMartínez 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).  \n[http://dx.doi.org/10.14221/ajte.2017v42n8.5](http://dx.doi.org/10.14221/ajte.2017v42n8.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss8/5](http://ro.ecu.edu.au/ajte/vol42/iss8/5)  \nAustralian Journal of Teacher Education  \nWhat EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain  \nJuan de Dios Martínez Agudo  \nUniversity of Extremadura (Spain)  \nAbstract: Given the importance of programme evaluation in the EFL  \nteacher education, this research paper of exploratory-interpretive  \nnature mainly focuses on both strengths and weaknesses identified  \nthrough the analysis and/or critical evaluation of an EFL teacher  \neducation programme carried out in Spain. Both quantitative and  \nqualitative research methodologies were used in the study. The  \ncurrent TEFL programme has several strengths, but also certain  \nsignificant shortcomings in light of the high percentage of undecided  \nresponses. The TEFL programme was evaluated positively by  \nparticipant student teachers in general, in terms of pedagogic  \ncompetence and promotion of reflection, although more input on  \nEnglish proficiency is actually needed and the amount of practice  \nteaching should also be increased. Additionally, the findings of this  \nstudy also offer some helpful suggestions and/or recommendations for  \nimproving the current EFL teacher education programme at least in  \nthe Spanish evaluation context.  \nLiterature Review  \nIn 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.  \nGenerally, 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.  \nCurrent 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  \nVol 42, 8, August 2017 62  \nAustralian Journal of Teacher Education  \nCommon European Framework of Reference for Languages-CEFRL- (C","cbCail5QcJbBg9Tv","https://ap.wps.com/l/cbCail5QcJbBg9Tv","pdf",536686,16,"English","# Literature Review\n## Programme evaluation and rationale\n## European references shaping teacher education","[{\"question\":\"What is the main purpose of the study described in the abstract?\",\"answer\":\"The study evaluates an EFL teacher education programme in Spain by identifying both strengths and weaknesses through analysis and critical evaluation.\"},{\"question\":\"Which research methods are used in the programme evaluation?\",\"answer\":\"The study uses both quantitative and qualitative research methodologies.\"},{\"question\":\"What areas need improvement according to the findings?\",\"answer\":\"The findings suggest more input on English proficiency and an increased amount of practice teaching, especially in light of many undecided responses.\"}]","What EFL Student Teachers Think about their Professional Preparation - Evaluation of an English Language Teacher Education Programme in Spain - Article 5 | PDF"]