Abstract
ABSTRACT The internationalisation of higher education has resulted in the spread of English-medium education (EME) across the world. This new educational paradigm comes with a number of challenges, one of them being the need to create specific continuous professional development (CPD) for teachers involved in it. Despite this compelling need, existing research accounting for examples of teacher education in EME is scarce. To reduce this dearth, the present study seeks to showcase a research-based peer observation EME teacher education initiative as a potential inspiration for the design and implementation of similar programmes worldwide. A thematic analysis of its participants’ feedback has revealed that, in addition to addressing linguistic and pedagogical competences, multilingual and identity issues are of the highest concern. Likewise, reflection and collaboration are highlighted are key elements for effective teacher education programmes.
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