The 3E (engages, empowers, and emancipates): ESL teacher education curriculum in the development of future teachers

Abstract

This chapter focuses on the development of an English as a Second Language (ESL) teacher education curriculum which engages, empowers, and emancipates student teachers’ learning experiences while undergoing their preparation program in a teacher education university in the Malaysian context. The discussion of this chapter derives from a five-year research project on developing a teacher education model. Data were collected both quantitatively and qualitatively through document analysis, questionnaires, and semi-structured observations. The findings shed light on learning experiences in the Teaching English as a Second Language (TESL) program which have engaged, empowered, and emancipated student teachers through various types of learning activities. The elements of engagement and empowerment can explicitly be seen in some of the pedagogical courses. However, the element of emancipation in the learning experiences has to be strengthened by both teacher educators and student teachers. The outcome of such learning experiences is to produce beginning scholar teachers who are compassionate, collaborative, creative, and innovative, as well as adaptive. This study implicates the need to delve further into teaching and learning experiences as well as into assessment of student teachers to ensure the success of curriculum implementation.