Research Article

Trainees’ Challenges in English Teacher Development Courses

Authors

  • Yue Li Queen’s University Belfast, the United Kingdom

Abstract

CELTA and Trinity CertTESOL are the two English teacher training programmes receiving growing popularity worldwide. The two programmes are characterised by onerous workloads and rigorous training. However, very few attempts have been made to explore how trainee teachers are challenged and how they address the challenges in these programmes. Therefore, the research aimed to explore how trainee teachers perceive their challenges in CELTA/CertTESOL programmes. The research has recruited six trainee teachers who have received CELTA/CertTESOL training. They were given interviews that focused on their experience of being challenged in CELTA/CertTESOL courses. Following interpretative phenomenological analysis of interview data, the study has identified various challenges encountered by CELTA/CertTESOL trainees, potential ways of overcoming these challenges, as well as the benefits of undergoing such challenges. The research has empirical implications for prospective trainee teachers who are concerned about potential challenges in CELTA/CertTESOL programmes and need suggestions to address such challenges.

Article information

Journal

British Journal of Teacher Education and Pedagogy

Volume (Issue)

4 (1)

Pages

92-98

Published

2025-03-14

How to Cite

Yue Li. (2025). Trainees’ Challenges in English Teacher Development Courses. British Journal of Teacher Education and Pedagogy, 4(1), 92-98. https://doi.org/10.32996/bjtep.2025.4.1.8

Downloads

Views

53

Downloads

36

Keywords:

CELTA, Trinity CertTESOL, trainee teachers, interpretative phenomenological analysis