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Korean English Teachers' Experiences of Participating in Long-Term Professional Development for TETE #1002

Teaching English through English (TETE) plays a significant role in promoting English teachers' ability to implement English as a medium of instruction. To promote K-12 English teachers' TETE implementation, the Ministry of Education in Korea has actively promoted a professional development program. This study explored Korean K-12 English teachers' self-efficacy with regard to TETE implementation and their experiences of participating in the long-term professional development (PD) program (six months). Through two surveys, semi-structured interviews, and classroom observations, the data analysis showed that PD could enhance English teachers' self-efficacy in implementing TETE, and the PD site provided a professional learning community for English teachers to reflect on what they had learned from the PD training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of how to effectively prepare K-12 English teachers for TETE implementation through the long-term PD program.