The efficacy of any educational system for a nation depends principally on the quality of its teachers. Previous research also revealed that the stakeholders and pre-service EFL teachers are dissatisfied with the current selection and induction process by citing concerns regarding the validity of the assessment and the strict central policies in place. The primary aim of this framework, therefore, is to strengthen and enhance standardization. The first phase is a theory-based assessment that encompasses testing the field knowledge of EFL pre-service teachers. The second phase, skills-based assessment, is required following the provision of the TOEFL or EILTS exam results. The third phase, the internship-based phase, necessitates the strict cooperation of academicians at ELT departments of the universities and National Education. Lastly, the identification of the cumulative grade point averages of each phase will provide a final grade that will be used in the recruitment processes of EFL pre-service teachers.
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Increasing alumni and decreasing national cadres, especially in EFL contexts, necessitate more reliable and valid assessment frameworks for selecting and inducting qualified EFL pre-service teachers. Previous studies have demonstrated various frameworks based on the needs of their educational context (Bolton, 1972; Schalock, 1979; Ballou & Podgursky, 1995; Chevalier et al., 2007; Akbari & Dadvand, 2014). Mirhosseini et al., 2023; Shojaei et al., 2021). Although these frameworks vary across nations and regions, the key denominator is the same: to induct highly qualified pre-service teachers. The selection and induction of pre-service teachers is a complex process that involves multiple factors. Literature reveals that education policies, teacher education programs, and language proficiency requirements are among the key and determining factors (Chevalier et al., 2007; Swanson, 2010; Siddiek, 2011; Çiftçi, 2017; Swanson & Mason, 2018; Klassen et al., 2020).
Ever-changing education policies influence the quality and number of pre-service teachers in induction (Çiftçi, 2017). The lack of standardization in these education policies is twofold. First, in most EFL contexts, there is an agglomeration in the number of EFL pre-service teachers seeking to be inducted for the vacant positions at public schools (Akbari & Dadvand, 2014). This problem stems from the inconsistency between the real number of vacant positions at public schools and the number of quotas that are allocated to faculties at universities (Çiftci, 2021). Additionally, the induction each year is determined by economic policies due to economic reasons rather than educational reasons. Second, allocating more quotas for EFL learners than what is actually needed into language-related departments leads to an increase in the number of students graduating from these departments.
With the influence of these factors, the quality of the EFL education given at the departments is also adversely affected. To illustrate, proficiency level and pedagogical knowledge of EFL pre-service teachers graduating from these departments are gradually declining. According to research, proficiency level and pedagogical knowledge are important determinants in teacher quality (Ballou & Podgursky, 1995; White, 1998; Zumwalt & Craig, 2008; Katz& Snow, 2009). And these factors also play a crucial role in the induction of highly proficient teachers, which in turn has a positive impact on learner outcomes (Nugroho, 2017; Hadi, 2019; Köksal & Ulum, 2019).
In many countries, the pre-service teacher selection and induction process involves various processes including academic qualifications, language proficiency tests, interviews, and teaching demonstrations or portfolios. In ESL contexts where English is taught as a second language, however, this procedure often entails obtaining a bachelor’s degree in a relevant discipline as well as certification in Teaching English as a Second Language (TESOL) or a related field. Especially in the USA, different strategies are implemented after obtaining a bachelor’s degree or TESOL certificate for the induction process. According to Balter and Duncombe’s (2008) study, these strategies vary in terms of advertisement, cooperation with preparation and postsecondary programs, referrals, or incentives.