ABSTRACT
This chapter is to propose a needs-based model of curriculum development for pre-service primary English teachers at a teacher’s college. The study reported in this chapter investigated the current state of pre-service primary English education through questionnaires and interviews with a total number of 269 participants. Based on the study results, learning teaching methods was considered to be more important than English proficiency and knowledge of English for primary school English teacher qualifications. The importance of 35 courses for English teacher education was also rated by the respondents. The following implications for effective teacher training were presented. First, practical English teaching courses were more important than theoretical courses. Second, classroom English-related courses were highly rated as important. Third, required courses were recommended as follows: Teaching Methodology in Primary English Education, Classroom English, Teaching Listening and Speaking, and Teaching Reading and Writing in Primary English Education. The list of important courses for teacher development was also presented to consider when the curriculum for EFL teacher training is newly developed.
