A PHENOMENOLOGICAL STUDY OF THE PLACE OF JOINING ERASMUS+ PROGRAM IN PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT
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Tarih
2020
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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 howthe program could be ameliorated to better serve prospective PSET participants. The datacollected through in-depth interviewing were analysed adopting an inductive approach. Thefindings revealed that the PSETs believed participating in the EP helped them to develop theirspeaking skills and broaden their extant knowledge of different cultures, yet theyoverwhelmingly pointed out that since some courses they took at the host universities were notdirectly related to the field of English language teaching, the EP did not significantly contributeto their professional development. The findings also demonstrated PSETs’ suggestionsconcerning how to improve the EP to alleviate the problems they confronted for other PSETswhose future plans contain participating in the program.
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IOJET
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Cilt
7
Sayı
3
