PREPARING PROSPECTIVE TEACHERS TO BECOME BETTER AGENTS OF CHANGE: A CASE STUDY OF PRE-SERVICE EFL TE By   Jameel Ahmed Elayah and Mansoor Ahmed Alahdal

Abstract

EFL teaching and learning process encounters serious changes and challenges not only in Yemen which is the field of the study rather in all the countries where English is taught and used as a foreign language. The expectations of the society, the modification of educational policies and the current situations in the Arab World, all require teacher preparation programs, not only for providing prospective teachers with knowledge and teaching skills, but also to prepare them in order to become peace-builders and agents of change in their classrooms and society. Thus, the question arises here is how to prepare novice teachers to become better agents of change? Though Teacher Preparation Programs play a vital role in educational change, not all give much attention to socializing future teachers to perceive themselves as agents of change. Consequently, a survey has been already conducted through a semi-structured interview with 20 prospective teachers and 5 teacher educators of the Department of English, Faculty of Education, Sana’a University, Yemen. This study aims at not just finding out the factors which obstruct prospective teachers from becoming agents of change, but also investigating the ways to integrate the teacher’s role as a leader of democracy and peace builder to his future profession. The study suggests possible ways and techniques to overcome these factors as well as to serve English prospective teachers to develop skills and talents entitle them to be agents of change, leaders of democracy and peace-builders once they become teachers. Keywords: Agent of change, Peace-builder, Democracy, Violence, Social justice.

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