ABSTRACT
The data analysis presented in this chapter suggests that the curriculum of the second-language teacher education (SLTE) programme plays an important role shaping pre-service teachers' learning to teach English. The analysis of appropriation of theoretical and practical tools elucidated the complexities of internalising the knowledge base and skills proposed in the teacher-education curriculum. As pre-service teachers reflected on the type of teachers they were to become, their discourse as change agents became apparent. From the interviews and self-reflection reports most of the pre-service teachers stated that being an educator is more important and relevant than being a teacher of any discipline. Most pre-service teachers mentioned at different times how their lessons should be structured into three parts following Harmer's proposal: presentation, practice and production. The data demonstrated that pre-service teachers did not learn a kind of unified conception of language teaching, but appropriated different pedagogical conceptual and practical tools at different levels.
