The need for practicality and applicability: A longitudinal study involving pre-service English teachers

Abstract A key issue that teacher training programmes need to address is how well the contents of various methodology courses translate to in-class uses for pre-service teachers to use during their teaching practices. The paper addresses the problem from multiple angles in a longitudinal project that collected quantitative and qualitative data regarding fourth-year Hungarian pre-service English teachers' views about the practicality and applicability of various EFL methodology course contents. The study found that the key needs pre-service teachers have in connection to the applicability of their course contents corresponds to their developing identities as future teachers. Conclusions are drawn regarding a possible support model utilizing semi-open ended teaching material support and the application possibilities of blended learning.