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Journals / IOJET / 2020 / Cilt: 7 - Sayı: 3

A PHENOMENOLOGICAL STUDY OF THE PLACE OF JOINING ERASMUS+ PROGRAM IN PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT

Gülten KOŞAR
Journal
IOJET
Pages
878–889
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This phenomenological research aims to explore the place of the Erasmus+ program (EP)in enhancing pre-service English teachers’ (PSETs) professional development.
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Key Findings & Data: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.
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Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

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 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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Cite This Article

KOŞAR, G. (2022). A PHENOMENOLOGICAL STUDY OF THE PLACE OF JOINING ERASMUS+ PROGRAM IN PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT. IOJET, Cilt: 7 - Sayı: 3, 878–889. https://ajindex.com/articles/542238

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