ABSTRACT
This chapter is motivated by a need to fill in a lacuna in qualitative meta-synthesis study that addresses current trends and future directions in pre-service English language (EL) teacher education in ASEAN Plus Three. Using the method of qualitative meta-synthesis of at least 60 empirical studies in refereed journals and book chapters published during the period of 2002 to 2017, four general claims for pre-service EL teacher education emerged: (1) globalization and internationalism impact pre-service EL teacher training programmes; (2) research in pre-service EL teachers focuses on theory-practice links (through practicum, microteaching and reflection), teacher identity and beliefs, and Information and Communication Technology (ICT); (3) national English Language policy impacts pre-service EL teacher training programmes and teacher education; and (4) English language teaching approaches adopted for pre-service teacher training are country specific, ranging from traditional rote learning to communicative learning. The claims in this study are explicated to highlight the complexity, diversity and challenges, as well as to suggest future directions in research and teaching practice for pre-service education in ASEAN Plus Three in areas such as teaching practicum, policy on teacher preparation, and classroom research. This study will be of use to English Language educators and institutional administrators who are engaged in pre-service teacher education in ASEAN Plus Three.
