INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Teachers' Professional Transformation through European

Educational Programs: A Thematic Analysis of Language Educators'

Perspectives

Lazaros Moysiadis

Greek Language Teacher, PhD, Department of Philosophy and Education, Aristotle University of

Thessaloniki, Greece

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100373

Received: 30 November 2025; Accepted: 05 December 2025; Published: 11 December 2025

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.

Keywords: language teachers, professional development, European programs, Erasmus+, eTwinning.

INTRODUCTION

Professional transformation among teachers engaged in European educational initiatives represents a critical yet

understudied area of inquiry in contemporary educational research. The European Commission's recent strategic

initiatives—particularly Erasmus+ and eTwinning—have positioned teacher professional development as central

to enhancing educational quality and fostering innovation across member states (European Commission, 2023).

Language teachers occupy a strategically significant position within schools, as they mediate intercultural

communication, develop students' multilingual competencies, and model cultural openness within increasingly

diverse educational contexts. However, empirical understanding of how language educators themselves perceive

transformation through participation in European programs remains surprisingly limited. This article addresses

this gap through systematic thematic analysis of language teachers' narratives, revealing profound and

multidimensional shifts in professional identity, pedagogical practice, and conceptualization of their roles within

contemporary educational landscapes. The focus on language educators specifically is warranted given their

unique position as practitioners of multilingualism and intercultural communication, competencies that

European programs explicitly target.

METHODOLOGY

Data were drawn from a comprehensive electronic questionnaire administered to secondary language teachers

across Europe who had participated in Erasmus+ or eTwinning programs within the preceding three years. The

questionnaire included structured and open-ended items addressing teachers' perceptions of professional change,

pedagogical innovation, challenges, and sustainable impact. The analysis presented here focuses exclusively on

six language educators (teaching English, German, and French across six European countries) to maintain

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

thematic coherence, interpretive depth, and authentic representation of language teacher experiences. This

focused sampling approach allows for rich, detailed analysis while maintaining sufficient diversity of linguistic

context and program participation modalities (job shadowing, virtual collaboration, face-to-face exchange).

Thematic analysis, following Braun and Clarke (2006), was employed to systematically identify, code, and

interpret patterns within participants' narrative responses to open-ended questions. This approach privileges

teacher voice and authentic expression while maintaining analytical rigor through systematic coding procedures

and interpretive transparency. Ethical approval for the research was obtained from the University of Western

Macedonia, and all participants provided informed consent with explicit permission for quotation in academic

publications.

FINDINGS: THEMATIC ANALYSIS

Theme 1: Shifting Professional Identity—From Knowledge Transmitter to Facilitator

The most striking and consistent finding across language teachers' narratives was a fundamental reconfiguration

of professional identity and role conceptualization. Participants consistently and explicitly described moving

away from traditionally authoritative roles—what they characterized as "knowledge transmission" or

"instruction"—toward more collaborative, student-centered facilitation models rooted in dialogue, co-

construction of meaning, and celebration of linguistic and cultural diversity.

Adam, an Austrian German language teacher with 21 years' experience, articulated this identity shift with

particular clarity: "My role shifted from an instructor focused on teaching 'standard German' to a facilitator who

values all linguistic and cultural resources my students bring. I now see myself as an advocate and spokesperson

for inclusive practices within my staff." This transformation extended beyond philosophical reorientation to

concrete reconceptualization of professional purpose and positioning within the school community. His extended

reflection captures the depth of change: "My professional confidence has grown as I help colleagues embrace

and celebrate diversity in their teaching." This statement reveals that identity transformation extends beyond

individual classroom practice to encompass advocacy and peer leadership roles.

Similarly, Claire, a French English literature educator with 18 years' experience, described her transformation in

explicitly pedagogical terms: "I now view myself as a facilitator and creative coach rather than a source of

expertise, which has made my classes more dynamic and inclusive. The programs pushed me to experiment and

to trust my students' ideas, and I am much more comfortable guiding their explorations in English." This

narrative reveals not simply role shift but also enhanced comfort with ambiguity, experimentation, and student

agency—competencies central to contemporary pedagogy.

Notably, language teachers framed this identity shift not as diminishment of expertise or authority but as strategic

repositioning of expertise toward facilitation. Rather than positioning themselves as gatekeepers of language

accuracy and cultural "correctness," they reconceptualized their role as architects of learning environments and

advocates for multilingual, multicultural perspectives that acknowledge students' home languages and cultural

resources as pedagogical assets rather than deficiencies.

Frauke, a German French language teacher with 14 years' experience, captured this reframing succinctly: "I have

shifted from a 'teacher' to a facilitator, not just instructor. Social, interactive digital group work became the

cornerstone of my practice." Her use of "not just instructor" signals awareness of traditional role limitations and

indicates deliberate, conscious movement toward alternative professional identity. This transformation aligns

with contemporary theories of teacher agency and reflective practice, wherein professional growth involves

deliberate reconsideration of pedagogical philosophy and role definition (Priestley et al., 2015). For language

teachers specifically, this shift carries particular significance, as it acknowledges that language competence alone

no longer suffices; rather, the ability to orchestrate meaningful intercultural communication, manage

linguistically and culturally diverse learners, and facilitate authentic language use emerges as paramount

professional competence.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Theme 2: Pedagogical Methodology—Integration of Collaboration, Technology, and Authentic

Communication

European program participation precipitated substantial, deliberate changes in language teachers' instructional

methods. All language teachers in this sample described moving toward collaborative, project-based, and

digitally-mediated approaches—a departure from traditional grammar-focused or textbook-centered instruction

that characterizes much conventional language teaching.

Maria, a Greek English language teacher with 12 years' experience, exemplified this methodological

transformation comprehensively: "I shifted to project-based learning, more use of ICT, collaborative lesson

planning, flipped classroom. International pen-pals, online discussions, student presentations, digital

storytelling became routine in my classes." Her description encompasses multiple pedagogical innovations

simultaneously: active learning (project-based), technology integration (ICT, flipped classroom), collaboration

(peer interaction, international partnerships), and authentic communication contexts (pen-pals, online

discussions). She emphasized the affective and engagement outcomes these approaches generated: "Notably

higher engagement, even shy students get involved in projects." This observation is significant, as research

consistently demonstrates that collaborative, project-based learning increases participation among traditionally

marginalized students, particularly those with language learning anxieties.

The integration of digital tools emerged as particularly significant across language teachers' narratives. Claire

described her instructional evolution: "Creative book clubs and collaborative writing workshops have become

the norm in my classroom, using online forums and video-conferencing tools to connect with partner schools in

Ireland and beyond. Literature is now a springboard for exploring cultural issues and fostering empathy, and

my lessons increasingly involve digital projects that speak to students' individual interests." Her description

reveals how technology functions not as an end itself but as infrastructure enabling authentic intercultural

communication, collaborative meaning-making, and culturally responsive pedagogy.

Frauke's experience highlighted how European programs facilitated discovery of authentic communication

contexts mediated through digital technology: "Long-term WhatsApp groups, online co-projects became the

vehicle for real communication in French. Students engage in digital pen-pal projects, speaking, and social,

interactive digital group work. Higher oral skills and student excitement became evident." Her reference to

WhatsApp groups—informal, student-initiated communication platforms—is particularly notable, as it suggests

that European program participation normalized and legitimized digital communication spaces already central

to students' social worlds, effectively bridging formal and informal language learning contexts.

Critically, language teachers reported that these methodological shifts were not merely technical additions to

existing practice—new tools deployed within traditional frameworks—but represented fundamental

reorientation toward authentic, communicative language use as pedagogical philosophy. The traditional

dichotomy between "correct language" (accurate grammar, native-like pronunciation) and "meaningful

communication" (authentic language use for real communicative purposes) dissolved as teachers integrated real

international audiences into their classrooms. Students wrote to actual peers in other countries rather than to

hypothetical audiences; they engaged in genuine problem-solving with international collaborators rather than

textbook-based communication exercises. This finding corroborates research by Caena and Redecker (2019)

regarding eTwinning's capacity to foster authentic language use within meaningful intercultural contexts and

aligns with communicative language teaching theory emphasizing learner autonomy and authentic

communication (Littlewood, 2018).

Theme 3: Enhanced Professional Identity, Confidence, and Leadership Positioning

Parallel to identity reconfiguration and methodological transformation, language teachers reported substantial

increases in professional confidence, sense of efficacy, and positioning as leaders and advocates within broader

educational communities. This dimension extended significantly beyond classroom-specific competence to

encompass expanded professional roles, advocacy positions, and systemic influence within schools and

educational networks.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Adam described his expanded professional role and leadership positioning: "Sharing my practice with

international peers has led me to adopt more flexible and student-centered approaches overall." Moreover, he

noted systemic implications transcending individual classroom impact: "My school now runs language and

diversity-infused projects each year and supports new staff to join. This culture shift is reflected in our

recruitment and professional development plans." This narrative reveals how individual teacher transformation

catalyzes institutional change—European program participation by one teacher precipitated whole-school

curriculum reform prioritizing diversity and internationalism.

Maria's narrative illustrated how participation fostered explicit leadership positioning and institutional

recognition: "I feel intellectually and emotionally reinvigorated. The school administration supports our

exchanges, which have also earned media attention and parent praise. I have become better connected with

English teachers across Europe, who regularly offer support and new ideas." Her reference to "intellectual and

emotional reinvigoration" captures the affective dimensions of professional transformation often overlooked in

technical analyses of professional development. The explicit mention of "media attention and parent praise"

indicates how international work became valued as marker of institutional excellence, elevating the status of

participating teachers.

Claire emphasized how confidence extended into formal institutional recognition and professional standing: "I

feel intellectually and emotionally reinvigorated, and my students and colleagues have started to view literature

lessons as relevant and creative. The school administration supports our exchanges, which have also earned

media attention and parent praise." Her observations reveal how European program participation functions as

what Bourdieu would term "cultural capital"—symbolic resources increasing teacher status and professional

influence within school hierarchies. The shift from literature as "traditional" subject to literature as vehicle for

cultural understanding and contemporary engagement constitutes significant repositioning of disciplinary status.

Significantly, language teachers' enhanced confidence did not emerge exclusively from classroom-level success

or student learning gains—important though these are—but was substantially reinforced by international

professional networks and peer validation from colleagues across national boundaries. The social dimension of

European programs—recognition from educators across Europe as pedagogical innovators and change agents—

appears to have functioned as powerful confirmation of pedagogical value, effectively countering potential

institutional skepticism and compensating for possible resistance from colleagues less engaged with international

initiatives.

Theme 4: Sustained Professional Networking and Transnational Communities of Practice

A fourth critical dimension of professional transformation involved the creation and maintenance of

transnational professional networks extending far beyond individual program participation periods. Language

teachers consistently described ongoing relationships with colleagues across Europe that functioned as sustained

sources of pedagogical innovation, mutual support, and professional identity reinforcement.

Maria emphasized the institutionalization and sustainability of international connections: "Ongoing exchanges

with Spain, pan-European 'English days', professional network. Now embedded in English curriculum, but needs

ongoing admin support." Her reference to "pan-European 'English days'"—seemingly informal, collaborative

celebrations of English language and culture—indicates how international partnerships extended beyond formal

academic collaboration to encompass cultural and social dimensions of professional community. The

qualification "but needs ongoing admin support" reflects her awareness that sustained international work requires

institutional endorsement and resource allocation.

Claire described the permanence and depth of international partnerships: "We now have a standing book club

with a school in Ireland, jointly reading and discussing a new book each term via blog posts and video calls.

Our students continue to write to and work with their international partners after projects formally conclude.

The exchange of resources and advice is ongoing among teachers involved in the project." This narrative reveals

how European programs catalyze not episodic exchanges but permanent, institutionalized collaborations

embedded in curricular structures. The reference to students' ongoing communication after formal project

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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conclusion suggests that international partnerships transform students' understanding of language learning as

authentic engagement with global audiences rather than classroom exercises.

Frauke illustrated how networks sustained and reinforced professional growth: "Now a routine exchange.

Ongoing partner programs. School support for travel. French is learned by using it." Her succinct articulation—

"French is learned by using it"—captures the pedagogical transformation occurring when language learning

shifts from classroom abstraction to genuine communicative necessity, made possible through sustained

international partnerships.

These narratives align powerfully with sociocultural theories of teacher professional development (Lave &

Wenger, 1991; Vygotsky, 1978), which emphasize learning as participation within communities of practice.

European programs appeared to have catalyzed formation of durable professional communities transcending

institutional and national boundaries, providing sustained sources of pedagogical innovation, intellectual

stimulation, and mutual support. These networks function as what Ball and Cohen (1999) term "learning

communities"—spaces where teachers collaboratively construct professional knowledge, solve problems, and

sustain commitment to innovation despite potential localized resistance.

Theme 5: Addressing Challenges and Enabling Conditions for Sustained Impact

While language teachers' narratives were predominantly affirmative regarding European program outcomes,

they identified significant challenges and articulated conditions necessary for sustained, meaningful impact.

Recognition of these enabling conditions provides insight into how teacher transformation translates into

systemic educational change.

Adam identified temporal coordination and institutional resistance as primary challenges: "Coordinating

schedules and reconciling different curriculum requirements presented frequent challenges, particularly for

cross-national teamwork. Some staff worried about the time investment required for project-based units." His

response strategy revealed professional agency and problem-solving capacity: "I organized asynchronous

exchanges and used collaborative platforms to give both teachers and students more flexibility. By co-planning

and celebrating early wins, we won over skeptical staff and built positive momentum." This narrative

demonstrates how successful European program implementation requires not simply individual teacher

transformation but also strategic navigation of institutional barriers through evidence-based advocacy and

stakeholder engagement.

Claire similarly identified temporal and logistical constraints: "Scheduling conflicts and curriculum

requirements can sometimes make it tricky to devote enough time to creative, collaborative projects. Managing

the technical side of digital exchanges (like ensuring stable internet during video calls) is occasionally stressful.

Not all students are equally comfortable with new formats, so differentiation is often required." Her reference to

technical infrastructure challenges—"ensuring stable internet during video calls"—highlights how access to

reliable technology, often taken for granted in wealthier European contexts, remains a practical barrier to full

participation in digitally-mediated international collaboration.

Frauke highlighted concerns regarding data protection and parental anxiety: "Parental privacy concerns. Clear

guidelines, transparency became necessary." This challenge reflects contemporary anxieties regarding student

data protection in digital contexts, particularly when international communication involves exchange of student

information and images across borders with different legal protections.

Notably, language teachers demonstrated significant agency in addressing these challenges. Rather than viewing

barriers as insurmountable constraints, they described iterative problem-solving: adapting timelines to

accommodate diverse institutional schedules, building stakeholder support through evidence of impact and

celebration of successes, leveraging technology to overcome geographic and temporal constraints, and

establishing transparent communication protocols addressing privacy concerns. This finding suggests that

sustainable integration of European program outcomes may depend substantially on teachers' capacity to

navigate institutional resistance and construct contextually-appropriate implementation models sensitive to local

constraints while maintaining commitment to pedagogical innovation.

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DISCUSSION

Implications For Understanding Professional Transformation

Language teachers' narratives reveal professional transformation operating across interconnected dimensions

that extend beyond acquisition of new skills or techniques. Rather, transformation encompasses epistemological

(fundamental reconceptualization of language learning and teaching), identity-based (redefined professional

roles and self-understanding), methodological (adoption of collaborative, digital, communicative practices), and

relational (formation of transnational professional networks and communities) dimensions.

These findings suggest that European programs function less as content-delivery mechanisms or skill-acquisition

workshops and more as catalysts for fundamental professional reorientation. Language teachers did not simply

acquire new techniques to add to existing pedagogical repertoires; rather, participation prompted deliberate and

sustained reconsideration of their professional purpose, identity, epistemological foundations, and

conceptualization of their role within contemporary, multilingual, digitally-mediated educational contexts. This

transformation aligns with transformative learning theory (Mezirow, 1997), which emphasizes how professional

development can precipitate shifts in teachers' fundamental frames of reference and meaning-making structures.

The transformation from "knowledge transmitter" to "facilitator" deserves particular analytical attention. This

shift reflects alignment with contemporary pedagogical theory emphasizing student-centered, inquiry-based,

dialogic approaches and acknowledges that language competence alone no longer constitutes sufficient

professional expertise in contemporary contexts. Rather, the capacity to orchestrate meaningful intercultural

communication, manage diverse learners with varying linguistic and cultural resources, facilitate authentic

language use in collaborative contexts, and leverage technology for pedagogical purposes emerges as paramount

professional competence. This reframing implicitly acknowledges that globalized, digitally-mediated

contemporary education requires educators capable of navigating cultural and linguistic diversity as pedagogical

resource rather than challenge or deficit.

Language teachers' emphasis on sustained international networking highlights the social dimensions of

professional transformation often underemphasized in traditional, individual-focused professional development

models. The validation and intellectual stimulation derived from transnational peer relationships—recognition

from colleagues across Europe as pedagogical innovators and change agents—appear crucial for sustaining

commitment to innovative practice and countering localized institutional skepticism. This finding extends

Wenger's (1998) community of practice framework, suggesting that professional communities transcending

institutional and national boundaries may offer particular sustenance for teachers implementing innovations that

challenge conventional practice.

The thematic emphasis on authentic communication and technology integration reflects contemporary language

teaching theory (communicative language teaching, digital pedagogy, multimodal literacies) while grounding

these approaches in teachers' lived experience. Language teachers reported that European programs facilitated

discovery that authentic communicative purpose—real audiences for whom language serves genuine

communicative functions—transforms both pedagogy and student engagement. This aligns with Krashen's

(1982) comprehensible input hypothesis and Swain's (1985) output hypothesis, suggesting that European

programs create conditions wherein these theoretical principles become concretely realized through international

collaboration.

POLICY IMPLICATIONS AND RECOMMENDATIONS

The findings presented here generate several implications for educational policy and professional development

design:

1. Temporal Flexibility and Administrative Support: Sustained impact requires institutional recognition

of the temporal demands of European program participation and implementation of innovative practices.

Schools should allocate dedicated planning time for teachers developing and implementing international

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collaborations, recognizing this work as integral to professional responsibilities rather than

supplementary burden.

2. Celebration and Public Recognition: International professional development work should be

celebrated and publicized within schools and communities to build stakeholder support, elevate teacher

status, and create positive institutional culture supporting innovation. Media attention, parent

appreciation, and administrative recognition functioned in these cases as powerful reinforcement of

pedagogical value.

3. Technology Infrastructure and Access: Reliable digital infrastructure—stable internet, accessible

platforms, technical support—remains essential for sustained international collaboration. Educational

systems should invest in technology infrastructure and professional development ensuring all teachers

can effectively leverage digital tools for international communication.

4. Formal Recognition in Evaluation and Career Advancement: European professional development

work should be formally recognized within teacher evaluation frameworks and career advancement

structures, signaling institutional valuation of international engagement and innovation.

5. Peer Advocacy and Change Management: Training teachers to strategically advocate for innovation,

build stakeholder consensus, and navigate institutional resistance appears essential for translating

individual transformation into systemic change. Professional development should include change

management and advocacy competencies.

CONCLUSION

This thematic analysis of language educators' perspectives reveals profound professional transformation

catalyzed by participation in European programs (Erasmus+ and eTwinning). Language teachers perceive

transformation as fundamental reorientation operating across multiple interconnected dimensions: identity shifts

from knowledge transmission to facilitation; adoption of communicative, student-centered, digitally-mediated

pedagogies; substantially enhanced professional confidence and leadership positioning; and sustained

participation in transnational communities of practice providing ongoing intellectual stimulation and peer

support.

These findings underscore that European programs' value extends significantly beyond skills acquisition,

methodological innovation, or expanded professional networks—though these constitute important outcomes.

Rather, participation precipitates existential professional transformation, reshaping educators' fundamental

understanding of their role, purpose, and identity within evolving educational landscapes. For language educators

specifically, European programs facilitate alignment with contemporary multilingual, intercultural pedagogical

frameworks grounded in celebration of linguistic and cultural diversity while simultaneously providing the

international professional validation and transnational networking necessary for sustaining innovative practice

within potentially skeptical institutional contexts.

The research suggests that teacher transformation functions not as linear progression but as complex,

multidimensional reorientation involving reconsideration of pedagogical philosophy, professional identity,

classroom practice, and professional relationships. Importantly, individual transformation catalyzes systemic

change as participating teachers establish permanent international collaborations, advocate for curricular

innovation, and model transformed practice for colleagues, gradually shifting school cultures toward

internationalism, collaboration, and openness to pedagogical innovation.

Future research should examine sustainability of these transformations beyond immediate program participation,

investigate mechanisms through which language teachers overcome institutional barriers to implementing

European-derived innovations, explore how transformations at individual teacher level propagate systemic

educational change within schools and educational systems, and examine differential impacts across varied

European contexts and resource levels. Additionally, research examining how language teachers' international

partnerships influence students' language learning outcomes, intercultural competence development, and

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aspirations for international engagement would strengthen evidence regarding downstream impacts of teacher

professional transformation.

The voices of language educators presented here testify to the profound professional significance of European

collaborative programs. When supported by institutional structures enabling sustained implementation and

celebrated within school communities, European professional development catalyzes not simply skill acquisition

but fundamental professional reorientation—transformation that extends far beyond participating teachers to

influence school cultures, student learning experiences, and evolving understandings of what contemporary

teaching and learning entail.

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