بررسی دانش –مواضع وعملکردهای دوره های پیش از خدمت تربیت دبیر زبان انگلیسی درایران

to teach english adequately, qualified teachers are needed. unfortunately, there are still teachers who are teaching english without an academic degree in tefl. it is necessary for teachers to have a major in english to have subject knowledge, but it is not sufficient. teachers need to have an understanding of the social, cultural, moral, ethical, and pedagogical issues of education and practice teaching in real situations. teachers need to have knowledge, dispositions, and performances to support the learners with the needed skills and competences. this study was taken under the form of survey research that yielded descriptive information about english teachers knowledge, dispositions, and performances. three questionnaires of 34 items, 37 items, and 52 items consisting of intasc model standards for beginning teachers were administered to 147 teachers, consisting of 70 pre-service teachers, 37 beginner teachers, and 40 experienced teachers in three successive sessions, each session lasted an hour. the participants self- evaluated themselves by stating their ideas in a five- level likert scale. statistical analysis revealed that the means of english teachers knowledge, disposition, and performance scores were 3.27, 3.68, and 3.73 out of 5. these results demonstrated that pre-service english teacher training programs in iran train knowledgeable and disposed teachers practically. in order to improve the quality of pre-service english teacher training programs, the existing strong and weak points were analyzed by reviewing the related intasc model principles and at the end, suggestions were presented correspondingly.