Teachers' Professional Transformation through European Educational Programs: A Thematic Analysis of Language Educators' Perspectives

Abstract

This article presents a thematic analysis of language teachers' perceptions of professional transformation following participation in European educational programs (Erasmus+ and eTwinning). Based on interview data from six language educators (teaching English, German, and French across Europe), the study addresses the research question: How do teachers perceive their professional transformation after participating in European programs? Findings reveal transformative shifts across four interconnected dimensions: (1) identity reconfiguration from knowledge transmitter to facilitator; (2) pedagogical methodology change toward collaboration, technology integration, and authentic communication; (3) enhanced professional confidence and leadership positioning; and (4) sustained participation in transnational professional networks. Language teachers report fundamental shifts in pedagogical philosophies, classroom practices, professional confidence, and international relationships, with particular emphasis on collaborative, student-centered, and digitally-mediated approaches. The article argues that European programs catalyze profound professional reorientation among language educators, fostering agency, intercultural competence, and adaptive pedagogical practice that extends beyond individual classrooms to systemic educational change.