Exploring the lived experiences of EFL teacher educators on work-embedded professional learning
Bibliographic Data
| ID | 11423747 |
|---|---|
| Authors | Yigzaw Kerebih Belete (0000-0001-8152-8760, Teaching English as a Foreign Language (TEFL) Debre Markos University, corresponding author), Simachew Gashaye Yesgat (0000-0002-4219-366X, Teaching English as a Foreign Language (TEFL) Debre Markos University), Mekonen Esubalew Tariku (0000-0003-4161-0844, Teaching English as a Foreign Language (TEFL) Debre Markos University) |
| Year | 2026 |
| Volume | 45 |
| Issue | 2 |
| Pages | 163-181 |
| Publication date | 2026-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2025.2515838 |
| OpenAlex | W4411273991 |
| Language | EN |
| References cited | 25 |
Lived experience · Mathematics education · Pedagogy · Professional development · Professional learning community · Sociology · Teacher education · Work (physics · EFL/ESL Teaching and Learning · Higher Education and Employability · Psychology · Teacher Education and Leadership Studies
Techniques and principles in language teaching
Phenomenological research methods
Second Language Teacher Education
The Coding Manual for Qualitative Researchers
Professional Development for Language Teachers
Understanding continuing professional development
EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University
Self-directed Teacher Professional Development in Saudi Arabia
Language Planning and Education
Revisiting narrative frames
The hidden side of the work
The Effects of International Accents and Shared First Language on Listening Comprehension Tests
The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region
| Citation velocity | historical |
|---|---|
| Highly cited | No |