Mohammad Nabi Ranjbari - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Hossein Heidari Tabrizi - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Akbar Afghari - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Teacher training programs in Iran have undergone extensive investigations and modifications since the establishment of educational institutions. This interest in teacher education has emerged from the innovative approaches to teaching suggested by the trends and findings of the time. Regarding the importance of curriculum evaluation in the EFL teacher education, this study mainly focused on the adequacy and effectiveness of the latest EFL pre-service teacher education curriculum through the eyes of the key stakeholders. Both quantitative and qualitative data were used in the study. The participants of the study were ۲۲۷ teachers, teacher educators, and senior student teachers. The data were gathered through a ۳۵-item Likert scale questionnaire on the curriculum courses with stated objectives for each course and semi-structured interviews. The findings revealed that the latest curriculum was adequately laid out and positively evaluated by the participants in terms of pedagogic and linguistic competence although there were some shortcomings and slight differences in the participants' perceptions. There were some slight perceptual differences among the participants. The findings of this study may provide some helpful suggestions for promoting the latest EFL pre-service teacher education curriculum.

Adequacy, Effectiveness, Evaluation, Objectives, Stakeholders, Teacher Education Curriculum