Teacher Training programs should provide evidence that they are PreparingTeachertrainees for their teaching career. However, the literature contains few evaluation reports of the layout of the Pre-Service EFL Teacher Training program in Iranian EFL context, a gap which this study tries to fill. The participants of the study were high school EFL Teachers (n=346), Teacher trainees (n=97) and Teacher trainers (n=20) from Guilan Province. This study utilized a concurrent mixed-method design to evaluate the adequacy of the program. Different components of the program, including needs analysis, objectives specification, instructional materials, teaching activities, and assessment procedures were evaluated in this study. The results of the questionnaire and observation checklist were analyzed quantitatively. For interview results, both quantitative (percentages) and qualitative analyses were deployed. The results revealed that the program had not been adequately laid-out. Finally, some practical solutions for the improvement of the program are suggested.

Online teaching is the new normal of today’s education especially after the Covid-19 pandemic that impacted the entire world tremendously. Keeping this in mind, it is currently essential to reshape Teacher Training as suitable to the requirements of the modern education. For this reason, Pre-Service English Teachers should be Prepared to teach online after graduation. Therefore, the Present qualitative study investigates Pre-Service English Teachers’ online micro teaching experiences in teaching writing and reading skills in Turkish context. Data were collected through reflection papers that each Pre-Service Teacher wrote after their micro-teachings and an open-ended questionnaire that they completed at the end of the term and analyzed through content analysis. The findings showed that Pre-Service Teachers experienced certain advantages of online teaching such as using online teaching features and reaching online materials easily. However, they also mentioned certain challenges. They mostly had difficulty in making students attend the lessons and participate it actively. That is why most participants favored virtual classroom teaching compared to online teaching and highlighted that effective online Teachers should be able to attract students’ attention, use technology effectively, and be patient.

The short-term in-Service EFL Teacher education programs are assumed to be of crucial importance in upgrading Teachers􀂶 methodologies and gearing their teaching more closely to the students􀂶 needs. Therefore, a dynamic in-Service program for EFL Teachers is needed to keep abreast of the time. The Present study aims to investigate the role of experience in EFL Teachers􀂶 satisfaction of the in-Service Teacher education programs in Zanjan city. 200 EFL Teachers from Zanjan province (Districts 1 & 2) participated in this study. The data were collected through the Course-evaluation questionnaire with 􀂳 five-level Likert scale􀂴 . The results were analyzed through both descriptive and inferential statistics. The findings showed that there is a significant difference between Teachers􀂶 experience and their satisfaction of in-Service programs. Thus, novice Teachers and experienced Teachers have different expectations of the in-Service Teacher education programs. This production of significant difference about the relationship between the EFL Teachers􀂶 experience and their satisfaction of the in-Service Teacher education programs can contribute to different perceptions of the Teachers on the relationship between the EFL Teachers􀂶 experience and their satisfaction of the in-Service Teacher education programs.

The student's success at school greatly depends on quality Teacher and this has led to the governments' growing focus on the quality of Teacher education programs and production of quality Teachers. This study explored the key stakeholders' views of the Pre-Service Teachers' professional Preparation in the latest Teacher education program.The participants were 257 BA students in TEFL and 40 Teacher educators. Data were collected through an adapted version of the Survey of Teacher Education Programs (STEP) (Williams-Pettway, 2005) and semi-structured interview. After analyzing data by employing descriptive and inferential statistics, the findings indicated that the participants positively evaluated the components in the program and found it effective in Preparation of prospective Teachers. However, some participants pointed to some drawbacks as the requirement of more input on language proficiency and knowledge of English language learners, more effective use of technology, more teaching practice opportunities as a means of experiential learning, and sufficient support from supervising Teachers and Teacher educators during teaching practicum courses for student Teachers. The findings from this study may help the tomorrow’s educational leaders and syllabus designers to equip themselves with a visionary perspective and begin to form ideas for future change and direction in line with social influences.

Emotional agility has a fundamental role in educational contexts and developing agility skills in Teachers is essential to enhancing their teaching effectiveness. The aim of this study is to improve Pre-Service language Teachers' emotional agility through a four-module workshop, equipping them with the necessary skills before they begin their teaching profession. The research examined how developing emotional agility skills affects future language Teachers' personal and professional development. Data were collected through five participants' opinions on the reflections before, during, and post-workshop sessions. The findings revealed that Pre-Service Teachers gained emotional self-awareness, learned how to become "emotionally agile Teachers," and developed practical coping strategies for personal and professional situations creating emotional challenges. The study demonstrated that emotional agility Training can contribute to Pre-Service language Teachers' personal and professional development providing them strategies to use with their own students. The findings suggest that integrating emotional agility Training into Teacher Preparation programs can better Prepare future language Teachers for the emotional complexities of language classrooms.