Original article | International Journal of Progressive Education 2018, Vol. 14(3) 76-92
pp. 76 - 92 | DOI: https://doi.org/10.29329/ijpe.2018.146.6 | Manu. Number: MANU-1802-13-0002
Published online: June 30, 2018 | Number of Views: 300 | Number of Download: 860
According to Baker and Rytina’s (2014), the total number of legal immigrants coming to the United States during the ten years from 1980 to 1989 is 990,000, whereas in two more recent years from 2010 to 2012, the number rose to 2,810,000. As a country with an increasing influx of immigrants from all over the world, the United States has expressed a paramount need for the proportionately rising number of well-trained English as a Second Language (ESL) teachers. This paper presents the origin of American teacher education dated back from the nineteenth century, noticing common features and variations amongst teacher preparation programs. The significance as well as desirable goals of American teacher training programs are also discussed. Additionally, realities at teacher preparation institutions and workplace, and enormous challenges facing programs of pre-service preparation in the U.S. are demonstrated. Perceptions of qualified teacher preparation programs held by teacher educators’, teacher candidates’, school administrators’ perspectives, and the correlation amongst these three perceptions are explored. Finally, exemplars of qualified teacher education programs in the United States are demonstrated for replication.
Keywords: teacher education, teacher educators, pre-service teachers, English learners
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