Perceptions of In-service English Language Teachers Involved in Erasmus Exchange Programs on Culture and Teacher Identity

Year 2022, , 30 - 39, 31.08.2022

Ferzan Atay

https://doi.org/10.47806/ijesacademic.1135674

Cited By: 1

Abstract

This study was conducted with the participation of five in-service English language teachers and aimed to find out how in-service English language teachers with overseas intercultural experience evaluate the effects of this experience on their language teacher identity. The data of the study were collected through semi-structured interviews and metaphor elicitation. Content analysis procedure was employed to explore the obtained qualitative data. The results of the study showed that the participants all regarded Erasmus Exchange Program as an opportunity in their personal and academic life. They all mentioned that interacting and negotiating with people from different cultures changed their “opinions and attitudes” about the people and culture of other countries. Also, they all stated that this experience raised some “cultural awareness” about their own culture and the culture of other countries. Also, they said that this experience improved their “language skills” specially speaking and listening. They also said that Erasmus experience also affected their “intercultural identity”. They all confirmed that their teacher identity has influenced after their experience as an Erasmus student.

Keywords

English language teachers, teacher identity, culture, Erasmus Exchange Program

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