The purpose of this study is to investigate the perspectives and experiences of the Turkish ELT academics about joining ERASMUS Teaching Staff Mobility Program. Under the light of former studies and literature, this study attempts to investigate the preferences of the ELT academics for participating in the ERASMUS Teaching Staff Mobility, to examine the contribution of the enrollment in this program to their professional development and home institution, and finally, to learn about the problems they faced during the mobility period(s). Purposive sample method was used to select seventeen Turkish ELT academics to participate in this study. The data were obtained through a triangulated approach, in which questionnaires, semi-structured interviews and reflective essays were administered to the participants. The findings revealed that apart from some problems experienced before and during the program, the Turkish ELT academics preferred to participate in the ERASMUS Teaching Staff Mobility due to its positive impact on their professional development and their home institution.


ERASMUS Teaching Staff Mobility (TS), English as a Foreign Language (EFL), Professional Development, Higher Education Institution (HEI)

Author Bio(s)

Filiz Tuzun is an English teacher at a state high school in Istanbul, Turkey. She has completed her MA at Bahcesehir University Faculty of Educational Sciences, Department of English Language Education on the topic: Erasmus Teaching Staff Mobility: From the Perceptions of Turkish ELT Academics.

Enisa Mede is an Assistant Professor and the chair of the Department of English Language Teaching (ELT) at the Faculty of Educational Sciences, Bahcesehir University, Istanbul, Turkey. Correspondence regarding this article can also be addressed directly to: enisamede@gmail.com.

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