Potential Professional Growth of English-Medium Education Teachers in a Transnational Teacher Education Program

Abstract

The internationalization of university has brought with it the need for specific teacher education programs. This study aims to analyze the impact of an online, transnational teacher training program on the professional growth of 3 participating teachers. Relying on semi-structured interviews and their thematic analysis, this qualitative research uses the interconnected model of teacher professional growth to examine these teachers’ self-reported patterns of change and growth as well as the mechanisms that mediate such patterns. Findings highlight the crucial role played by critical reflection and the sharing of personal teaching experiences among colleagues for teacher education programs and teaching and professional growth models. In addition, the study also emphasizes the importance of following up teachers’ change and growth as the result of their participation in continuous professional development programs.