the Critical Analysis of the Missing Links and Problems in Iran’s English Teacher Training Courses

This study critically analysed the missing links and problems in iran's english teacher training courses. ‎the research questions addressed the impact of the lack of emphasis on second language acquisition (sla) ‎theories in teacher training courses, the perception and potential negative effects of the practicum ‎component, and other factors that hindered effective teacher preparation and professional development. the ‎study adopted an interpretivism paradigm and utilized an exploratory qualitative research approach. the ‎participants consisted of english teachers who had completed teacher training courses (ttc) in iran. ‎convenience sampling was employed, and the researchers actively participated in 200 hours of ttc courses ‎for participant observation. data collection methods included interviews and participant observation. the ‎data was analysed using inductive content analysis and thematic analysis. the findings indicated that sla ‎theories were de-emphasized in ttc, leading to limited knowledge and understanding of language ‎acquisition processes. the practicum component was perceived negatively, with trainees experiencing ‎pressure and anxiety. other identified factors hindering effective teacher preparation included the short ‎duration and intense coursework, financial constraints, limited impact of sla theories on teaching ‎approaches, and a lack of modern facilities hindering innovation. the pedagogical implications suggested ‎enhancing the emphasis on sla theories, redesigning the practicum component to create a supportive ‎learning environment, addressing financial constraints, providing modern facilities, extending course ‎duration, and fostering collaborative learning and peer support. the study provided valuable insights into ‎the problems and offered suggestions for improving the effectiveness of english teacher training courses in ‎iran‎.