2938 ______________________________________________________________ DOI: https://doi.org/10.33258/birci.v4i2.2003 The Effectiveness of English Teacher Education Practice Indah Sari Universitas Pembangunan Panca Budi, Indonesia Universitas Negeri Medan (UNIMED), Indonesia indah.sari877@gmail.com I. Introduction Effective teaching is a continual learning process, and each school year brings changes to which competent teachers must adapt. Changes can happen in terms of students, curriculum, building issues, colleagues, administrators, finances, health and safety concerns, families, communities, and a host of other influences on the daily lives of teachers. The foundation upon which teachers base their ability to adapt to changes and successfully navigate the complexities of the classroom comes largely from their personal abilities and experiences (Stronge et al, 2004). These personal abilities and experiences can be classified as prerequisites to teaching—that is, competencies that are acquired and demonstrated before the teacher ever walks through the schoolhouse door. Prerequisites of effective teaching are often considered in relation to novice teachers, but in fact they reflect the accumulated competencies and experiences that any teacher brings to the classroom. Teachers are constantly under pressure to produce results in the form of student achievement (Polk, 2006). The combinations of characteristics and methods that teachers use to achieve those results may seem endless. Still, there are behaviors and techniques that constantly emerge in any evaluation of a master teacher. Furthermore, the ability of the teacher to be liked, to motivate students, to help them understand and assimilate information received depends on the quality of teaching and learning (Lupascu et al, 2014). Teacher training and professional development are considered essential mechanisms for enhancing teacher’s content knowledge and developing their teaching practices in order to teach to high standards (Duta et al, 2015). Teaching is a complex activity that involves careful preparation and planning objectives and activities on an hourly, daily and weekly Abstract This study aimed to describe about the effectiveness of English teacher education practice in Medan. This study applied the descriptive qualitative design. The subjects of this study were 10 mentors and 30 participants of English teacher education practice. Furthermore, the questionnaire was administered in order to collect the data. The data analysis used the data condensation, data display and verification. The English teacher education practice in Medan was quite effective since most of respondents gave the “good” statement for socializing and coordinating of the program, coordinating the program preparation, and coordination of monitoring and evaluation of English teacher education practice. Meanwhile, most of them gave the “fair” statement for the obstacles during the program implementation preparation and the effort to overcome the problems by the related institution in the English teacher education practice. The result of the study proved that the English teacher education practice in Medan fulfilled the classification or indicators of the effectiveness in implementing the education practice for English teacher. Keywords effectiveness; teacher education; descriptive qualitative design