**5. Conclusion**

This chapter strived to expound on the prerequisites, predicaments, and perquisites of EAP teacher education by reviewing the recent studies of this field of study. It appears that a number of provisional conclusions can be drawn based on the above-mentioned discussions of the EAP teacher education courses. First, EAP teacher education program developers need to set up public funds in order to develop satisfactory EAP teacher education courses in both university and language institute settings. Second, they need to seek assistance from international EAP teacher educators in order to re-educate their EAP teacher educators and to provide them with state-of-the-art theoretical perspectives on the various aspects of this field of study. Third, they have to include certain modules in the EAP teacher education courses which provide the in-service and pre-service teachers with sufficient information on the theoretical discussions, research methodology, nature, objectives, and needsanalysis of EAP courses. Fourth, it is recommended that they make the EAP teachers cognizant of the EAP learners' characteristics and apprise them of the disparities between various EAP courses in terms of their content and methodology. Fifth, they should take advantage of the field experts' knowledge and expertise by asking them to collaborate with the EAP teacher educators in the EAP teacher education courses. Sixth, they have to furnish the in-service and pre-service EAP teachers with useful manuals in order to empower them to deal with the various instructional issues in their classes. Seventh, they should encourage the EAP teachers to conduct research on various aspects of EAP in their academic settings. Finally, they need to take advantage of the EAP teachers' feedback to ameliorate the current EAP teacher education courses in their relevant language learning contexts.

*Perspective Chapter: English for Academic Purposes Teacher Education – Prerequisites... DOI: http://dx.doi.org/10.5772/intechopen.112400*
