Lived Experiences of EFL Teacher Educators on Collegial Professional Learning

Abstract

The main purpose of this phenomenological study was to explore the experience of experienced expert English as Foreign Language (EFL) teacher educators on collegial professional learning. To collect data, six experienced expert English as Foreign Language (EFL) teacher educators who have Master of Arts degree in Teaching English as a Foreign Language (MA in TEFL) and 25-36 years of experience in teaching English as a foreign language were selected as a sample of the study using a purposive sampling technique. To collect data from these respondents, in-depth interviews and narrative frames were used. The data obtained from these instruments were analyzed qualitatively using the thematic analysis technique. The findings revealed that EFL teacher educators have positive perspectives and experience in collegial learning. Because of their engagement in collegial learning, the participants feel that they have developed professional learning characteristics and improved their skills and teaching methods of the English language. It was also found that the participants most commonly employed peer observation and collaborative discussion as means of their collegial professional learning strategies. Their experiences of engaging in these professional strategies, on the other hand, make them gain insights that have a great contribution to their professional learning. These insights include exposure to different sources of professional learning and improving pedagogical content knowledge of the English language. Thus, the findings of this study imply that EFL teacher educators should be involved in collegial professional learning to develop their profession and enhance student learning.