Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme: an ecological perspective

Abstract

ABSTRACT Despite the prevalence of study abroad teacher education programmes, there remains a dearth of research on teachers’ learning in such contexts compared to the extensive body of research on students’ study abroad experiences. However, the importance of teachers’ learning is widely recognized as contributing to students’ learning outcomes. Considering this, the present research investigated the learning experiences of a group of Chinese in-service English as a Foreign Language (EFL) teachers in study abroad teacher education programmes in the UK. Informed by ecological systems theory, the findings revealed that in-service EFL teachers perceived various benefits from the programme, including in the areas of culture and language, pedagogy, and research. Furthermore, the analysis underscored the interconnectedness of the ecological factors at four levels that influence teachers’ learning in study abroad settings. These findings contribute to the expanding literature on study abroad experiences by incorporating the perspectives of in-service EFL teachers. Additionally, this study offers insights for stakeholders involved in international teacher education programmes, including programmes coordinators, policymakers, participating teachers, teacher educators, and researchers.