Teachers-To-Be Voices: A Grounded Theory Approach Towards Challenges Facing Iranian EFL M.A. Candidates

Document Type: Research Article

Authors

Shiraz University

Abstract

Improvement in the quality of teacher education is an issue of considerable concern to every country including Iran. The challenges that student-teachers face during their education can be highly influential in this regard. Consequently, the present study was an attempt to come up with a model for the factors challenging Iranian EFL preservice teachers using a grounded theory approach. For this purpose, 30 TEFL M.A. candidates were interviewed individually and in focus groups, and the elicited responses were transcribed and coded using the 3 codification processes of open, axial, and selective codings. Findings revealed 6 major challenges: (a) problems with teachers, (b) lack of educational facilities and amenities, (c) financial problems, (d) problems with educational planning and curriculum development, (e) problems with peers, and (f) personal and social problems.  Findings are discussed, and pedagogical implications and suggestions are presented, too.

Keywords


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