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Abstract
<p><em>This paper investigates the structure and practices of EFL teacher education at a teacher education college in the Republic of Benin, a French speaking West African country. It examines a group of EFL teacher educators’ meaning of teacher preparation, the knowledge base of EFL teacher education at that college, the types of input content and materials that are involved in teacher knowledge acquisition. Qualitative data collection operations including interviews, classroom observations, and existing documents from the research site are involved in the study. The findings from the observation data reveal a limited implementation of the curriculum goals by the participant EFL teacher educators. They also indicate tensions between their classroom practices and both the curriculum orientations and course objectives. The information from the interview data highlights the discrepancies between the meaning that they make of EFL teacher preparation and their pedagogical practices.</em><em></em></p>
Highlights
Many researchers in the field of EFL teacher education have pointed to the need for clarifying the concept of good teaching in order to determine curriculum orientations in EFL teacher education settings
The purpose of this study is to inquire into the EFL teacher education program at that teacher education college in Benin in order to identify (1) the teacher educators’ perceptions of teacher preparation, (2) the types of input content that they provide to support the different components of the teacher education program, (3) the materials that they use to support each of these components of the program, and (4) to determine whether or not these materials are congruent with the curriculum orientations and course objectives
The following questions have been considered in the study: 1/ What meaning do teacher educators make of “EFL teacher preparation” in the teacher education college under consideration in the study? 2/ What types of input content are provided to support each component of EFL teacher education knowledge/competency base at that teacher education college ? 3/ What teaching materials are used to support input content? 4/ Are these materials congruent with the curriculum orientations and course objectives?
Summary
Many researchers in the field of EFL teacher education have pointed to the need for clarifying the concept of good teaching in order to determine curriculum orientations in EFL teacher education settings. The purpose of this study is to inquire into the EFL teacher education program at that teacher education college in Benin in order to identify (1) the teacher educators’ perceptions of teacher preparation, (2) the types of input content that they provide to support the different components of the teacher education program, (3) the materials that they use to support each of these components of the program, and (4) to determine whether or not these materials are congruent with the curriculum orientations and course objectives.
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