1 This is an author’s copy. For the published version, please visit https://link.springer.com/chapter/10.1007/978-981-19-6458-9_29 Chapter 32 (Re)thinking Initial Teacher Education Curriculum: Towards Equitable, Crisis- ready TESOL Tae-Hee Choi 1 and Prem Prasad Poudel 2 Abstract The devastating impact of COVID-19 on the education sector calls for broader reforms in teacher education programmes and their curricula, both in the developed and the developing world. Teachers now require more resources, access, and skills to deal with the current changes in teaching and learning conditions. The policymakers, educators, and school leaders have become keenly aware of the need to prepare teachers for crisis-induced disruptions in educational provision, to maintain the quality and equity of education. The understanding of what the existing traditional teacher education curricula lack, and how they can be enhanced for crisis-readiness is essential. Drawing on the analysis of Teaching English for Speakers of Other Languages (TESOL) initial teacher education (TESOL ITE) materials and curricula from the two contexts of South Korea and Nepal previous to COVID-19 induced lockdown, this chapter first presents the common core of TESOL TE programmes in these two contexts. It then discusses actions to be taken to ensure the quality and equity of TESOL delivered in a remote mode induced by the current crisis, drawing on previous research. It concludes with 1 T.-H. Choi The Education University of Hong Kong e-mail: choith@eduhk.hk 2 P. P. Poudel The Education University of Hong Kong prempd@s.eduhk.hk