Abstract
This paper analyzed 28 articles on English teacher education out of 413 articles published in Modern English Education over the past 10 years since it was first indexed in the Korea Citation Index, to investigate the trend and characteristics of research on English teacher education in the journal. The articles were categorized and analyzed according to subject (teacher status and school level), research methodology, and research theme. The findings are as follows: Pre-service elementary school teachers were less studied than in-service elementary school teachers, pre-service and in-service secondary school teachers; quantitative, qualitative, and mixed methodologies were employed in similar proportions across the studies; among eight research themes including teacher competence, teacher identity, and teacher training program, teacher cognition was the most studied. These findings show that the journal reflects changes in the field of second language teacher education (SLTE) and the key issues in research on SLTE.
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