(Re)thinking Initial Teacher Education Curriculum: Towards Equitable, Crisis-ready TESOL

Choi, Tae-Hee and Prem, Prasad Poudel (2023) (Re)thinking Initial Teacher Education Curriculum: Towards Equitable, Crisis-ready TESOL. In, Khan, Rubin, Bashir, Ahmed, Lal Basu, Bijoy and Elias Uddin, Md. (eds.) Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times. 1st ed. Springer.

Abstract

The devastating impact of COVID-19 on the education sector calls for broader reforms in teacher education programmes and their curricula, both in the developed and the developing world. Teachers now require more resources, access, and skills to deal with the current changes in teaching and learning conditions. The policymakers, educators, and school leaders have become keenly aware of the need to prepare teachers for crisis-induced disruptions in educational provision, to maintain the quality and equity of education. The understanding of what the existing traditional teacher education curricula lack, and how they can be enhanced for crisis-readiness is essential. Drawing on the analysis of Teaching English for Speakers of Other Languages (TESOL) initial teacher education (TESOL ITE) materials and curricula from the two contexts of South Korea and Nepal previous to COVID-19 induced lockdown, this chapter first presents the common core of TESOL TE programmes in these two contexts. It then discusses actions to be taken to ensure the quality and equity of TESOL delivered in a remote mode induced by the current crisis, drawing on previous research. It concludes with suggestions for rethinking the TESOL ITE curricula, for consideration by language teacher educators, programme writers, and policymakers.

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Contributors

Author: Tae-Hee Choi

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