Faramarz Narmashiri - PhD Candidate, English Language Department, Kerman Branch, Islamic Azad University, Kerman, Iran.
Yalda Hooman - PhD Candidate, English Language Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran.

A central theme in education is the importance of developing a critical pedagogy around theoretical discourse aims to teacher education. The present investigation claims to support the use of discourse analysis and foster it through teacher education for pedagogical ambitions in language learning and language teaching. Recently, theoretical discourse in teacher education signified by traditionalists, radicals, and rationalists has neglected to give a sufficient method of reasoning to teacher education, regarding the various facet of the teacher’s assignment in present education. The issue to some extent refers to the restrictions of the ideological premise of each standpoint. These perspectives on the discourse analysis are argued the end goal of giving the setting to a sufficient method of reasoning for teacher education. This article analyzes the status and significance of discourse analysis in language learning and teaching particularly in teacher education and its impact. The paper concludes with a reflection on some viewpoints and solutions to remove the obstacles around the nature of discourse in teacher education and promote the current circumstances on. It is hoped that the issues raised in this article show key points around and they will be helpful for teachers to prepare the environment within a new angle in language learning and language teaching focusing on discourse analysis.

discourse analysis, language, critical pedagogy, teacher education, restrictions