A phenomenological study of the place of joining Erasmus+ program in pre-service English teachers’ professional development
Yükleniyor...
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Informascope
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This phenomenological research aims to explore the place of the Erasmus+ program (EP)
in enhancing pre-service English teachers’ (PSETs) professional development. Additionally,
this study targets learning about their experiences in the EP and their recommendations on how
the program could be ameliorated to better serve prospective PSET participants. The data
collected through in-depth interviewing were analysed adopting an inductive approach. The
findings revealed that the PSETs believed participating in the EP helped them to develop their
speaking skills and broaden their extant knowledge of different cultures, yet they
overwhelmingly pointed out that since some courses they took at the host universities were not
directly related to the field of English language teaching, the EP did not significantly contribute
to their professional development. The findings also demonstrated PSETs’ suggestions
concerning how to improve the EP to alleviate the problems they confronted for other PSETs
whose future plans contain participating in the program.
Açıklama
Anahtar Kelimeler
EP, in-depth interviewing, Initial English language teacher education, professional development, PSETs
Kaynak
IOJET
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
3
Künye
Kosar, G. (2020). A Phenomenological Study of the Place of Joining Erasmus+ Program in Pre-Service English Teachers' Professional Development. International Online Journal of Education and Teaching, 7(3), 878-889.
