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This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre‐service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were analysed by seeking patterns and themes in relation to each research question. The participants believed that a close connection between the course materials and practical application in real classrooms did not always exist. They also stated that they did not have enough opportunities for micro‐teaching and practice teaching.
Gölge Seferoğlu (Wed,) studied this question.
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