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Shifting the focus to those who train the teachers, this chapter examines the professional identity and development of English Language Teacher Educators (ELT-TEs) in Iran. It identifies the critical factors influencing their effectiveness, including the lack of formal preparation programs for teacher educators and the pressure to conform to centralized academic norms. The chapter argues that ELT-TEs play a pivotal role in bridging the gap between policy and practice but are often hampered by institutional hierarchies and resource limitations. By applying the MCELE framework, the chapter outlines strategies to professionalize this sector, advocating for specialized training in mentorship, critical pedagogy, and research engagement to empower ELT-TEs as agents of educational reform.

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Shaping Iranian English Teacher Educators: Key Influencing Factors

  • 章节

  • 发表日期：

    2026年

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  • Amin Karimnia

摘要

Shifting the focus to those who train the teachers, this chapter examines the professional identity and development of English Language Teacher Educators (ELT-TEs) in Iran. It identifies the critical factors influencing their effectiveness, including the lack of formal preparation programs for teacher educators and the pressure to conform to centralized academic norms. The chapter argues that ELT-TEs play a pivotal role in bridging the gap between policy and practice but are often hampered by institutional hierarchies and resource limitations. By applying the MCELE framework, the chapter outlines strategies to professionalize this sector, advocating for specialized training in mentorship, critical pedagogy, and research engagement to empower ELT-TEs as agents of educational reform.