Context
The PRESETT (Pre-Service Teacher Training) Ukraine project (2016–2019) addressed systemic challenges in English language teacher education across the country. Existing programmes were largely theoretical, with limited classroom practice, outdated curricula, and no unified national standards, resulting in graduates who were often underprepared for modern, communicative teaching environments.
In response, the Ministry of Education and Science of Ukraine, in partnership with the British Council, initiated a national reform to modernise teacher education and align it with CEFR standards and 21st-century learning priorities.
Implementation
TELT contributed to the design and evaluation of the Experimental Methodology Course (EMC), an innovative, practice-oriented curriculum implemented across multiple pedagogical universities. The evaluation combined in-depth fieldwork at four representative universities with wider survey data across participating institutions, ensuring both detailed qualitative insight and system-level analysis.
The programme significantly increased the focus on classroom practice, including extended school placements and mentoring, while introducing interactive, learner-centred teaching approaches. Assessment was redesigned to focus on practical teaching competence through micro-teaching, portfolios, and reflective tasks, supported by stronger collaboration between universities and partner schools.
The project also engaged a wide range of stakeholders—including university lecturers, school mentors, and policymakers—ensuring alignment between curriculum reform, institutional development, and national education priorities.
Impact
The project delivered strong and consistent outcomes across participating institutions, with around 82% of universities successfully implementing the new curriculum.
Graduates demonstrated significantly higher levels of classroom readiness, confidence, and language proficiency, and were widely recognised as better prepared for teaching roles than those from traditional programmes.
Beyond individual outcomes, the project contributed to a broader shift towards learner-centred pedagogy and reflective practice, while laying the foundations for a unified national framework for teacher education and scalable system-wide reform in Ukraine.