Foreign Language Pre-service Teachers Research Articles

Training attitudes of primary school foreign language teachers

Abstract Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners.

Pre-Service English as a Foreign Language Teachers’ Perceptions of Task Based Language Teaching for Higher Education Programs in Mexico: Methodology of a Case Study

This quantitative case study research explored English as a foreign language (EFL) pre-service teachers’ perception of the Task-Based Language Teaching (TBLT) for facilitating written language competency for learners of English in northern Mexico. The participants in the study (n = 193) were from two locations: A public university in the state of Nuevo León, Mexico with 112 EFL Pre-service teachers (Location A) and a Normal Superior School with 81 (Location B). All participants took part in the study voluntarily and responded to a survey via email. The study included a survey with a five-point scale (1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree). The survey contained a demographic section followed by three subscales with a total of 35 items: Subscale one, The Teaching Process (items 1-10); Subscale two, The Role of the Task (items 11-18), and Subscale 3, The Teaching of Language Competencies (items 19-35). The last five items (31-35) asked participants about the facilitation of written expression competency through TBLT. The items of the survey responded to the three research questions of the study, regarding perceptions about TBLT approach to the teaching of English; the role of task in English language learning; and the contribution of TBLT for teaching of the written expression competency in Mexico. The construction of the survey was informed by contributions of Prabhu (1987), Nunan (2004), Swan (2005), Ellis (2009), Long (2015), Jeon and Hahn (2006), and SEP (2018). The survey was administered using the SurveyMonkey platform. Since this is an in-progress research, findings and conclusions will appear in further publications.

EXPLORING FOREIGN LANGUAGE TEACHER BELIEFS AND PRACTICES IN TURKEY: A CASE STUDY

This case study explores the relationship between an Italian as a foreign language teacher’s beliefs and online teaching practices in a tertiary education setting during the Coronavirus (COVID-19) Pandemic. Specifically, it aims to find out the teachers’ beliefs with regard to their professional identities, and their roles in foreign language teaching classrooms. Besides, it was discussed if the teachers’ beliefs concerning their role identities are related to their classroom practices. Data were collected over an academic term through one semi-structured interview and two observations conducted at beginning and at the end of the semester in order to see if there are any differences according to the professional roles of the instructor in the course of time depending on the learners’ enhanced Italian language competence. The findings of the study revealed that the instructor acted out as a manager, facilitator, input provider, motivator and a translator in two observations, showing a slight difference in degree of synchronous interaction among the instructor and the students with the printed text, video tape or Web site. The interview responses revealing the instructor’s beliefs were correlated with the roles observed in synchronous communication. This study is limited to the online foreign language classroom. It would be interesting to observe what other roles the teachers play in the face-to-face classroom. It may be suggested that the studies investigating those of teachers instructing foreign languages other than English may enlighten the research on teachers’ beliefs and their professional role identities and contribute to the professional development of foreign language teachers. Last but not least, for professional growth of pre-service foreign language teachers, preliminary studies on teacher cognition should be included in the curriculum of teaching practicum.

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Formation of Linguistic and Cultural Competence of Pre-Service Foreign Language Teachers through National Identity

Training future teachers of Foreign Language Education requires a methodological study of national identity in teaching English. National identity encompasses all aspects of cultural and traditional values. Based on qualitative research methodology, participants consisted of 120 pre-service foreign language teachers. Survey developed based on qualitative means, which included open-ended questions regarding the pre-service foreign language teacher's perceptions. The main features of the formation of linguistic and cultural competence of future English teachers are considered. Study aims to identify and form linguistic and cultural competence within the national identity of university students studying in Kazakhstan. The methodology aimed at identifying the ideas of students of universities in Kazakhstan about national identity is a descriptive study within the framework of the survey model. Data is collected using the national identity perception scale. A model for forming a national identity when teaching a foreign language is proposed. The study results, it can be concluded that students’ express opinions on the first stage, national identity and values on the second stage, which is the attitude to national identity and religion as part of national identity.

A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies

Abstract A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.

Language Testing of Pre-service Foreign language Teachers in their Professional Development

Introduction. Changes in educational goals in Ukraine, predicated by its accession to the pan-European space of higher education, have necessitated a review not only of teaching methods but also of teaching and learning materials These materials should aim to improve the language proficiency of pre-service students while equipping them with the tools necessary to address potential challenges in the classroom. Purpose. The article aims to scrutinize the role of language testing in the professional development of pre-service foreign language teachers. Methods. Reviewing studies on Methods for foreign language teaching and learning, Psychology, Pedagogy, Linguistics; analysis of curricula, syllabi, international tests, textbooks, study guides, dictionaries, including authentic ones; scientifically rigorous observation of the educational process; summarizing the positive work experience of university teachers. Results. Recognizing the lack of teaching materials, a group of university teachers from Ukrainian Institute of Arts and Sciences developed and published a manual “English Tests For University Students”. Subsequent experience with the book revealed the students’ positive attitudes towards language testing for assessing their foreign language communicative competence, citing its objectivity and validity. University teachers also highlighted the practicality, convenience, and cost-effectiveness of this form of assessment. Conclusion. Overall, despite obvious advantages of and progress in language testing, its wide-scale implementation requires university teachers to possess adequate knowledge and experience in this area, as well as awareness and readiness for its regular use in the classroom. Moreover, the development of tests remains challenging due to its time-consuming nature and the need for relevant theoretical knowledge, practical skills, and experience. This has resulted in a shortage of tests for pre-service foreign language teachers. Further research in this domain seems perspective for our future work.

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

Developing the language assessment literacy (LAL) of pre-service foreign language (FL) teachers is thought to be beneficial both to trainee teachers themselves and to their future students and schools. However, it also presents a number of challenges to teacher educators involved in training these cohorts. Ensuring that pre-service FL teachers are fully confident and competent in assessment requires the design of a preparation programme that is detailed and relevant to their needs. While Taylor has argued that different stakeholders have different language assessment literacy needs, there will also be different needs within groups according to their specific assessment responsibilities. Thus, for language educators, the needs of pre-service teachers are likely to be different from those of in-service classroom teachers, and this should be reflected in the content of their training. However, research has shown that across Europe, training practices vary considerably, often with no training provided in teacher training programmes at all. In this study, I address this issue through a discussion of current approaches to the pre-service development of language assessment literacy across Ukrainian universities. Due to the principle of organizing the learning process at Ukrainian tertiary institutions in blocks of disciplines of general and professional preparation and practical training, students acquire knowledge and develop skills in the field of assessment gradually, through studying various subjects, and not only within one course. This interaction of different subjects with each other and with school placements presents synergies that can enhance LAL, if the corresponding programme takes into account these connections. In order to have a full picture of Ukrainian pre-service teachers’ language assessment development, the current study presents a description of the training system and its LAL-related components retrieved from educational and professional training programmes and discipline curricula of the Ukrainian universities providing relevant preparation programmes. I provide a list of components and discuss didactic conditions that aid the acquisition of LAL by future teachers. I argue that these synergies in the Ukrainian system may provide a useful example of practice for other universities in the European context.

Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish Preservice English as a Foreign Language Teachers

The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and content knowledge (TPACK) proficiency levels. Participants were 129 preservice EFL teachers from a Turkish state university. There is evidence that English Language Teaching student teachers believe they possess technological knowledge most among the other knowledge domains, and third-grade EFL student teachers seem to have a higher level of proficiency in TPACK than fourth graders, and female EFL student teachers appear to be more proficient in TPACK than male student teachers. Some recommendations followed the research findings.

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs

English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.

Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs

English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.

AUTOMATIC PRONUNCIATION ASSESSMENT IN A FLIPPED CLASSROOM CONTEXT

Automatic pronunciation assessment programs allow learners to practice pronunciation independently and receive immediate feedback based on acoustic analysis of their speech compared to a pronunciation model. The programs display a high level of reliability when assessing speakers’ pronunciation accuracy. The paper aims to present the results of an investigation into a recent experimental application of an automatic pronunciation assessment online program used within the flipped classroom of English phonetics and phonology course taught to foreign language pre-service teachers of English. Flipped learning approach was selected to offload the preliminary activities and tasks that do not require the immediate attention of the teacher to an online learning management system. Thus, course participants’ face-to-face learning could be enhanced and more effective. The participants could practice and receive tailored feedback from an online program before the face-to-face class. After the individual pronunciation practice, they could discuss more complex questions with the lecturer and, in collaboration with fellow students. The paper will present the survey results among the course participants who evaluated their experience with automatic pronunciation evaluation. Special attention is paid to the potential use of such programs for developing linguistic competence.

Interdisciplinary approach to professional training of pre-service foreign language teachers at university

Introduction. An important problem of preparing university students to future professional activity following the principles of sustainable development enunciated by the UNO dictates the need for the use of teaching techniques and methods that allow students to form a holistic worldview, develop critical thinking skills and the need for learning and self-development throughout their lives. The preparation of students to live and work under dynamically changing social and economic conditions and multi-tasking of job responsibilities is presently being solved by various educational technologies based on the principles of interactivity and interdisciplinarity. The aim of this research is the experimental organization of the training of pre-service foreign language teachers on the principles of interdisciplinary approach. Methods and materials. The following methods were used for the data collection and interpretation: analysis of university documentation, survey by means of questionnaire and interview, observation, Wilcoxon rank sum test. The sample group was represented by the third-year students of Novosibirsk State Technical University, majoring in Theory and Methodology of Teaching Foreign Languages and Cultures, Linguistics program. The research was carried out during the period of two years (2020-2022). The total number of students participating in experimental learning is 48. Results. The choice of the groups with the third-year students was defined by the results of the previous research indicating the decrease of learning motivation among the third-year students (37 %) in comparison with students of other years of university studying – 1st year (68%), 2nd year (54%) and 4th year (74%). The reliability of the data was confirmed by the Wilcoxon T-test at Temp <Tcr (at the level of 0.01), where Temp =1, and Tcr has values from 3 to 8 (Tcr=3 (p≤0.01), Tcr=8 (p≤0.01 0.05)). The analysis of the experimental data indicates the relevance of interdisciplinary approach to training pre-service foreign language teachers because of the high motivational potential stimulating interest to future profession. In replying to the questionnaire the respondents recognized the necessity to use interdisciplinary approach in education (‘yes’ and ‘rather yes that no’) – 91,6%, its positive influence on developing professional competence – 89,5 % and doing practical tasks of future professional sphere – 95,8 %. Conclusion. The application of interdisciplinary approach to training university students motivates them to study the chosen profession. That is why it necessitates the importance of further research into organizational arrangements and methodology of its implementation in the university practice.

Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers?

Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis)empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) participated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants completed the following scales: the Educator-Created Empowering and Disempowering Climate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disempowering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were differentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations between empowering climates and need satisfaction, and between disempowering climates and need frustration. Conclusions: the findings underscore the importance not only of teacher educators creating empowering climates.

The Influence of Haiku Composition Tasks on the Development of Academic Writing Skills: A Qualitative Analysis

The inclusion of literary texts, particularly poetry, is not a common practice in the language classroom. However, the available empirical evidence, albeit relatively scarce, does suggest that poetry, when correctly employed, is likely to be beneficial for second and foreign language learners. This teaching material has been used to teach and develop areas such as vocabulary acquisition, grammar practice, and even motivation as well as the four macro-skills in language, namely listening, speaking, reading, and writing. The use of poetry in language instruction emphasizes the predominant role of learners in authentic literary production. As such, this research paper focuses on the qualitative aspect of a mixed-methods study about the effects of haiku composition tasks on the development of academic writing skills. The participants of the study were 30 English as a foreign language (EFL) pre service teachers. As part of the data collection process, the participating students were asked to write short argumentative essays at the beginning and at the end of a six-week intervention that promoted the composition of haiku. After the intervention, an open-ended questionnaire was administered to identify and describe the participants’ perceptions regarding how haiku composition influenced their academic writing skills. The results of the study show that the great majority of the participants agreed that haiku composition furthered the development of their academic writing skills and vocabulary acquisition. The findings of the study corroborate the existing experimental findings as to the value of poetry-based tasks for second and foreign language learning. Thus, we conclude that the inclusion of poetry in the language classroom ought to be promoted through activities that, while being personal and meaningful to the students, allow for the development of language proficiency.

Foreign language pre-service teachers' perceptions of concerns before and challenges experienced during the first teaching practicum

The growing call among the countries of the Organisation for Economic Cooperation and Development to recruit, retrain, and recertify foreign and migrant teachers in order to diversify the teaching force to reflect the increasingly diverse student population justifies the need to explore the experiences of foreign language teachers during their first teaching practicum in Australian mainstream classrooms. Semi-structured interviews were held with six foreign language pre-service teachers pursuing the Master of Teaching (Secondary) programme. The purpose was to explore their teaching experiences, concerns prior to the first teaching practicum in Australian mainstream classrooms, and how they dealt with the challenges encountered. The findings indicate that although teaching a foreign language in community language schools provided the teachers with some practical teaching skills, values, and opportunities to practice the knowledge and theories acquired in their master’s programme, they all had concerns before the teaching practicum and encountered some challenges while undertaking it. The study discusses the challenges that the participants encountered and how they addressed them. In addition, it highlights the need for universities to design retraining programmes that address the unique concerns of foreign language teachers and equip them with the requisite knowledge and skills to enable them to become effective teachers in their new context.

Examining Language Assessment Literacy for Saudi Pre-service EFL Teachers

Teacher assessment skills include knowledge of assessment methods and techniques, the ability to interpret assessment results, and the ability to use assessment to tailor teaching strategies to student needs. The present study examines non-native Teaching English as a Foreign Language (TEFL) pre-service teachers' awareness of students’ assessment. The study also investigates whether studying a course in assessment significantly impacts pre-service teachers' assessment literacy. To answer the research questions, an online test was administered to 52 pre-service teachers who are seniors at Majmaah University. The collected data were analyzed descriptively and inferentially with the aid of IBM SPSS version 22. The results revealed that non-native pre-service TEFL teachers have a low level of assessment literacy. Despite the overall weak performance in the test, the participants showed strength in some of the standards for teachers’ competence. They revealed a high capability of choosing and developing appropriate assessment methods. On the other hand, pre-service teachers possessed little awareness about their ability to implement students’ test results to adjust the curriculum or make better instructional decisions. Based on the study results, institutions may consider adding more assessment courses to the TEFL study plan or adopting some of the existing curricula and extending it to include all the assessment skills needed for creating qualified teachers. Designing a careful professional development training program for EFL faculty members is another important recommendation of the present study. Finally, future research in the field is needed for planning and implementing training programs to improve teachers’ assessment skills.

How Does Emergency Remote Learning Affect the Future Career Readiness of Indonesian EFL Preservice Teachers?

The study investigated how the policy of emergency remote learning during the global pandemic affected graduating English as a foreign language (EFL) preservice teachers. Using the social-cognitive career theory (SCCT) as the framework, this phenomenological study examined their readiness to start their career as EFL teachers. Additionally, it investigated participants’ self-efficacy regarding their competencies as teacher candidates. Using semi-structured interviews and employing purposive sampling by recruiting seven EFL preservice teachers from a private university in Indonesia, the study found that the policy of emergency remote learning affected the participants’ readiness for their upcoming careers as future EFL teachers. Although most of the participants claimed that they were ready to enter the work field as teachers, the study found they suffered anxiety and low self-efficacy regarding competence to teach. Finally, the importance of external support for study completion, as well as for career preparation, is indicated.

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study. The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.