A PHENOMENOLOGICAL STUDY OF THE PLACE OF JOINING ERASMUS+ PROGRAM IN PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT
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Abstract
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.
Keywords: EP, in-depth interviewing, initial English language teacher education, professional development, PSETs
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