A Comparative Literature Review of English Language Teacher Preparation Pathways in Developed Countries and Bangladesh

Abstract

This comparative review of Bangladesh, and developed country's EFL teachers' preparation programs is going to explore and compare different structures, pedagogy, and outcomes of teacher education programs in the following pages. By reviewing literature (2015-2024) systematically, this research finds that there is a huge difference between the course duration, design of curriculum, practical training and the number of qualifications between developed countries and Bangladesh. The review suggests that developed countries mainly use integrated theory-practice models of long field exposures where as model of studies in Bangladesh still centered on traditional academic teaching with very limited practice. The major findings show that developed countries spend significantly more in teacher preparation infrastructure, mentoring schemes, and continuous professional development. Such a review illustrates striking deficiencies in the incorporation of technology, advanced pedagogical techniques based on research, and assessment philosophy in Bangladeshi programs.