The Development of a Suggested Internationalized Curriculum for Egyptian Prospective EFL Teachers

The Egyptian reform agenda targets the current Egyptian Teacher Education Curricula (ETEC). Reform should meet the national and international requirements. Accordingly, research attempted to evaluate the current English as a Foreign Language Teacher Education Curriculum (EFLTEC) and to suggest an Internationalized Curriculum for Egyptian Secondary School EFL Teachers’ Preparation. The suggested curriculum was developed in light of the insights gained from analyzing nine referenced documents namely; the Sustainable Development Strategy (SDS), National Academic Reference Standards (NARS), American Council on the Teaching of Foreign Language (ACTFL), National Council for Accreditation of Teacher Education (NCATE), the Standards of the Council for Accreditation of Educator Preparation CAEP, the Australian Professional Standards for Teachers (APST), Cambridge English Teaching Framework (CETF), Sustainable Development Goals (SDGs) and 21st Century Skills. Twenty six EFL fourth-year students participated in the pilot study and ninety six of the same majors and level participated in the main study. In addition, seventeen EFL experts participated in the study. The research project adopted the mixed research method so that document analysis technique, interview, questionnaire, Delphi technique, and focus group technique were used to collect the targeted quantitative and qualitative data. Results revealed that EFL majors (73.9%) were not satisfied with the current EFLTEC in terms of meeting the national and international teacher preparation requirements. Document analysis resulted in stating seven EFL preparation curriculum standards integrating national and international against which an Internationalized Secondary School EFL Teachers’ Education Curriculum was proposed.