Reframing Teacher Preparation for Primary English Classrooms: Addressing the Disconnect Between Training and Practice

The quality of primary education is closely linked to the instructional competence of teachers, particularly in the domain of early language learning. Although teacher education programs are designed to prepare educators for classroom responsibilities, many primary school teachers struggle to apply theoretical knowledge effectively when teaching English. This paper explores the divergence between formal teacher preparation and the lived realities of primary English classrooms in India. It highlights key areas of concern such as inadequate preparation for early literacy instruction, limited exposure to multilingual teaching environments, insufficient practice in communicative methodologies, and weak induction and mentoring systems. The paper contends that effective preparation for primary English teaching must extend beyond theoretical coursework toward immersive, context-sensitive, and reflective professional models. It proposes practical measures including expanded school-based training, structured mentorship, locally relevant pedagogy modules, and collaborative professional learning structures. Closing the divide between preparation and practice is crucial for strengthening foundational literacy and enhancing early educational outcomes.