The research discussed in this paper was conducted to evaluate an intensive English teacher training program (IETTP) and to consider implications for in-service English teacher education. Data was gathered from a variety of sources including trainees’ self-evaluation of their teaching and English language proficiency, feedback on sessions of the program, interviews, and documents. The analysis of the gathered data revealed that the trainees perceived their teaching improved. The comparison of the pre- and post-tests of language skills showed that the level of the trainees’ English language significantly improved. The trainees’ feedback on the program and the trainers revealed that they were satisfied with the course components, and with the trainers’ enthusiasm, materials, motivation and demonstrations. It was also found that the program management was process-focused; the evaluation was conducted on a regular basis and the results were fed back into the program. The findings of the program evaluation supported the conclusion that the trainees benefitted from the programs and that the goals of the training program were achieved at a satisfactory level in most areas. The findings provide guidelines for the further development of IETTPs, and implications for policy-making on English teacher education.

Ⅰ. INTRODUCTION
Ⅱ. THEORETICAL BACKGROUND
Ⅲ. METHODOLOGY
Ⅳ. FINDINGS
Ⅴ. DISCUSSION AND IMPLICATIONS

• Kyungsuk Chang(KICE)
• Kyutae Jung(Hannam University) Corresponding author
• David Hayes(Brock University)
• Junhum Yeon(Baekun Middle School)
• Woohyung Kim(Keimyung University)
• Byengcheon Lee(KICE)