Abstract
This study explores twelve Saudi teachers’ course content and experiences in local and international MA TESOL programs. The researcher uses an epistemological lens to consider the theoretical content derived from both behaviourist and cognitivist learning theories, which are part of a positivist paradigm in contrast to constructivist pedagogical knowledge concerned with teachers' knowledge construction of teaching through practice and reflection. The findings suggest that TESOL programs are primarily founded on a positivist paradigm, focusing on content and pedagogical knowledge. The researcher calls for constructivist approaches that prioritize practicums, engagement with contextual sociocultural histories, and students-teachers reflective work.
TESOL education; Curriculum; Pedagogy; Positivist paradigm; Constructivist paradigm; Teacher identity.