How Do English Language Teachers Reflect on the Erasmus+ Projects They Have Experienced in Their School/Classroom Environments?

Abstract

The aim of the study is to determine the experiences of English teachers through Erasmus+ projects and to examine their views on the reflection of these experiences in school/classroom environments. The research was conducted in a phenomenological design. The participants of the study consisted of 10 English teachers working at different levels and school types affiliated with the Ministry of National Education. Focus group interview technique was used to collect the data. In this context, data were collected through a semi-structured interview form prepared by the researchers. The data obtained from two focus group interviews were analyzed using the content analysis method. As a result, it was determined that English teachers gained different personal, socio-cultural, and professional experiences through Erasmus+ projects. It was concluded that teachers reflected these experiences to their school/classroom environments by supporting them with examples, using web 2 tools, sharing newly recognized cultural characteristics, using different teaching methods, techniques, and materials in their lessons, and giving assignments for the use of technology. It was determined that teachers had difficulties in reflecting on their experiences gained in project processes in school/classroom environments due to the curriculum, examination system, physical environment of the school, students, teachers, and administrators.