english student teachers’ attitudes toward teacher education program in farhangian university

Many studies have highlighted the contribution of teacher education programs in enhancing the professional development of prospective teachers. student teachers play an important role in promoting their future students’ knowledge and skills. despite the numerous investigations into english teacher education programs in iran, few have focused on student teachers’ attitudes toward their conditions in teacher training centers. the present study addresses student teachers’ attitudes toward their instructors’ practices in english language classrooms and their own instructional conditions in farhangian university. six interviewees from bentolhoda center in bushehr were selected through convenience sampling. the researchers applied a semi-structured interview to elicit their views about the instructional conditions. the interviews were conducted via whatsapp contacts. the first researcher used qualitative content analysis to analyze the transcribed documents. data analysis revealed nearly all the participants were limited by traditional administrators who were not willing to change the status quo. they also regarded the shortage of ict facilities as the debilitative factor impeding teacher educators from putting their teaching beliefs into practice. as four participants stated, their instructors’ traditional techniques in classrooms failed to correspond with what these educators preached about language teaching innovations. they confirmed a discrepancy between the theories the educators teach and the techniques they use in language teaching classes. these participants also reported a lack of congruence between their educators’ recommendations to speak english on most occasions and their using persian in non-conversation contexts in most cases. all attributed their eagerness for professional development to their job security and financial independence. the findings would contribute to restructuring english teacher education programs by reconsidering the prospective teachers’ attitudes and views about facilitative instructional conditions.