This study investigates the impacts of globalization on education in terms of EFL teacher quality There is a strong need for high quality pre-service programs to integrate new teachers into the teaching force as well as the ongoing professional development. It is the purpose of this study to explore how language-teaching force could be empowered to challenge the legitimacy of Western prescriptions for their local language context and to utilize their teaching competencies dynamically in different teaching contexts. The data were collected from 100 prospective teachers/teacher candidates, faculty members, and program administrators and a mixed method research design was used. The primary instruments were questionnaires, interviews, and focus group discussions. The collected data were triangulated and the findings were reported in the forms of themes and sub-themes. The findings indicate that EFL teachers’ concerns are caused by the growing linguistic and social homogeneity represented in the discourse of applied linguistics. It also illuminates the contradictions and challenges that EFL Iranian teachers encounter due to globalization. This study is supposed to have implications for EFL teacher education policy and programs in Iran in terms of developing their professional identity in the globalized world.
