An examination of the english language teacher education program based on the views of pre-service teachers and faculty members

The purpose of this study is to examine the English Language Teaching (ELT) undergraduate program based on the views of pre-service teachers and faculty members. An explanatory sequential mixed methods design was adopted. Quantitative data were collected through a scale administered to pre-service teachers, while qualitative data were obtained through semi-structured interviews with faculty members. Quantitative data were analyzed using Jamovi through frequency, mean, and standard deviation statistics, whereas qualitative data were analyzed thematically using content analysis. It was revealed that the pre-service teachers had more positive opinions respectively regarding the objectives, the teaching-learning process, and the content dimensions of the program, whereas their positive opinions were lower concerning the assessment and evaluation dimension. The qualitative findings indicated diverse opinions among faculty members concerning the program's updated structure, implementation processes, physical and technological infrastructure, student participation, and evaluation strategies. In their responses to the open-ended questions, the pre-service teachers expressed their opinions under five sub-themes: the structure and content of the program, the teaching process and methods, assessment and evaluation approaches, technological infrastructure, and student qualifications.As a result, while the program was found to meet its intended goals to a large extent, certain aspects—especially practice-based training and assessment—require further improvement.