What Is Needed for Better Professional Outcomes? Reflections of Pre-Service English Teachers on the Erasmus Student Traineeship Programme

Çağla Atmaca

Article Details

What Is Needed for Better Professional Outcomes? Reflections of Pre-Service English Teachers on the Erasmus Student Traineeship Programme

Authors:

Çağla Atmaca

Publisher:

Adıyaman University

Main Topics:

Mesleki Eğitim

Journal:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.298-326

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001353570

pISSN:

2149-2727

Keywords:

Abstract:

 There have been a large number of studies about mobility programmes; however, few studies have focused on traineeship programmes. Thus, this descriptive narrative study aimed to reveal the reflections of pre-service English teachers on their Erasmus student traineeship programme experiences via retrospection. The participants were four female English teachers who were chosen via convenience sampling. The participants were, in fact, in-service English teachers in Türkiye; however, they reflected upon their past experiences in the Erasmus student traineeship programme when they were pre-service teachers. The data were collected via semi-structured, online interviews, and analysed according to the steps of conventional content analysis. The participants reported that they participated in the programme to benefit from travelling opportunities, practice teaching skills, and improve English speaking skills. Although the participants shared some cultural, linguistic, and personal contributions, the professional contributions were reported to be weak, and teaching expectations were partially met. They attributed the mismatch between their expectations and experiences to the lack of support of their sending institutions, insufficient amount of grant, limited duration of the programme, and language barrier.

 There have been a large number of studies about mobility programmes; however, few studies have focused on traineeship programmes. Thus, this descriptive narrative study aimed to reveal the reflections of pre-service English teachers on their Erasmus student traineeship programme experiences via retrospection. The participants were four female English teachers who were chosen via convenience sampling. The participants were, in fact, in-service English teachers in Türkiye; however, they reflected upon their past experiences in the Erasmus student traineeship programme when they were pre-service teachers. The data were collected via semi-structured, online interviews, and analysed according to the steps of conventional content analysis. The participants reported that they participated in the programme to benefit from travelling opportunities, practice teaching skills, and improve English speaking skills. Although the participants shared some cultural, linguistic, and personal contributions, the professional contributions were reported to be weak, and teaching expectations were partially met. They attributed the mismatch between their expectations and experiences to the lack of support of their sending institutions, insufficient amount of grant, limited duration of the programme, and language barrier.

 There have been a large number of studies about mobility programmes; however, few studies have focused on traineeship programmes. Thus, this descriptive narrative study aimed to reveal the reflections of pre-service English teachers on their Erasmus student traineeship programme experiences via retrospection. The participants were four female English teachers who were chosen via convenience sampling. The participants were, in fact, in-service English teachers in Türkiye; however, they reflected upon their past experiences in the Erasmus student traineeship programme when they were pre-service teachers. The data were collected via semi-structured, online interviews, and analysed according to the steps of conventional content analysis. The participants reported that they participated in the programme to benefit from travelling opportunities, practice teaching skills, and improve English speaking skills. Although the participants shared some cultural, linguistic, and personal contributions, the professional contributions were reported to be weak, and teaching expectations were partially met. They attributed the mismatch between their expectations and experiences to the lack of support of their sending institutions, insufficient amount of grant, limited duration of the programme, and language barrier.

 Hareketlilik programları hakkında çok sayıda çalışma yapılmıştır; ancak, staj programlarına odaklanan çok az çalışma vardır. Bu nedenle, bu betimleyici anlatı çalışması, dört İngilizce öğretmeni adayının Erasmus öğrenci staj programı deneyimleri hakkındaki düşüncelerini retrospektif olarak ortaya koymayı amaçlamıştır. Kolaycı örnekleme yoluyla seçilen dört kadın İngilizce öğretmeni çalışmaya katılmıştır. Katılımcılar Türkiyede görev yapan hizmet içi İngilizce öğretmenlerinden oluşmaktadır. Ancak, katılımcılar öğretmen adayı oldukları dönemde Erasmus öğrenci staj programındaki geçmiş deneyimleri hakkındaki düşüncelerini paylaşmışlardır. Veriler yarı yapılandırılmış, çevrim içi görüşmeler yoluyla toplanmış ve geleneksel içerik analizi adımlarına göre analiz edilmiştir. Katılımcılar, seyahat fırsatlarından yararlanmak, öğretim becerilerini uygulamak ve İngilizce konuşma becerilerini geliştirmek için programa katıldıklarını bildirmişlerdir. Katılımcılar ayrıca bazı kültürel, dilsel ve kişisel katkıları paylaşsalar da mesleki katkıların zayıf olduğunu ve öğretim beklentilerinin kısmen karşılandığını ifade etmişlerdir. Beklentiler ile deneyimler arasındaki uyumsuzluk, gönderen kurumlarının desteğinin olmamasına, yetersiz hibe miktarına, programın sınırlı süresine ve dil engeline bağlanmıştır.

Article Details

What Is Needed for Better Professional Outcomes? Reflections of Pre-Service English Teachers on the Erasmus Student Traineeship Programme

Authors:

Çağla Atmaca

Publisher:

Adıyaman University

Main Topics:

Mesleki Eğitim

Journal:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.298-326

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001353570

pISSN:

2149-2727

The Erasmus student traineeship programme

English teacher education

Professional development

Descriptive narrative researchErasmus öğrenci staj programı

İngilizce öğretmeni eğitimi

Mesleki gelişim

Betimleyici anlatı araştırması

Issues

Article Details

Authors: Çağla Atmaca

Publisher: Adıyaman University

Main Topics: Mesleki Eğitim

Journal: Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.298-326

Document Type: Article

Publication Date: 6/2025

Document Language: English

Document ID (Org No.): 2001353570

pISSN: 2149-2727

Issues

Authors:

Çağla Atmaca

Publisher:

Adıyaman University

Main Topics:

Mesleki Eğitim

Journal:

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Vol.15 Issue 1, pp.298-326

Document Type:

Article

Publication Date:

6/2025

Document Language:

English

Document ID (Org No.):

2001353570

pISSN:

2149-2727