Abstract
This chapter characterizes a Chilean English as a foreign language (EFL) teacher education model and proposes four key principles and four areas of knowledge in order to modernize it. A review of previous investigations in the field and a descriptive analysis of curriculum maps are presented. Currently, initial EFL teacher preparation programs have a strong linguistics focus, emphasizing competencies within six discrete areas of knowledge, but they lack integration of pedagogy- and methodology-oriented courses, as well as pre-service teaching or field experiences. A proposal of a more innovative curriculum map is presented with an emphasis on the integration of four areas of knowledge, namely (a) Fundamental pedagogy, (b) English language: Theory & practice, (c) English teaching and field experience, and (d) Complementary training. In order to make the shift, current teacher education programs should design a sequenced plan where student-centered and communicative approaches to language learning are promoted. The proposal is presented as an example for the EFL community to improve the preparation of future EFL teachers.
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