RT Journal Article
T1 Lessons learned from Mentor-ING : an EME teacher education programme based on peer observation
A1 Sánchez García, María Davinia
AB 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.
PB Routledge, Taylor & Francis Group
SN 0143-4632
YR 2024
FD 2024-04-21
LK https://hdl.handle.net/20.500.14352/121894
UL https://hdl.handle.net/20.500.14352/121894
LA eng
NO Davinia Sánchez-García (21 Apr 2024): Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2024.2342247
DS Docta Complutense
RD 27 jun 2025