This study aims to compare China and Uzbekistan with respect to their curriculum in English language teacher education programs and making several suggestions. Document analysis was used to compare the curriculum in terms of several aspects. The first part of the study introduces the research background and the research meaning. The second part of the study, literature review is presented. The fourth part is to introduce research objects and research methods. The objective of the fifth part of this study is to compare the similarities and differences of curricula in English language teacher education in both countries.The last part is conclusion and implications of this study.
Volume 12 | 02-Special Issue