Professional development for out-of-field teachers of English for Academic Purposes
Professional Development in Education, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/19415257.2026.2665198
- Dergi Adı: Professional Development in Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: English for Academic Purposes, English for Specific Academic Purposes, flipped learning, out-of-field teachers, professional development programme, Türkiye
- Çukurova Üniversitesi Adresli: Evet
Özet
Out-of-field teaching is a widespread phenomenon in higher education, and in Türkiye it is particularly prominent among teachers of English for Academic Purposes (EAP) and English for Specific Purposes (ESP), who are frequently required to teach English for Specific Academic Purposes (ESAP) without sufficient preparation. This study designed, implemented, and evaluated a Professional Development Programme (PDP) comprising four modules delivered through a flipped learning approach. The programme aimed to address two interrelated dimensions of this challenge: the reconstruction of professional identity and the development of ESAP pedagogical competence among out-of-field teachers transitioning from EGP to discipline-aligned ESAP instruction. Qualitative data were collected from four Turkish EAP/ESP teachers through pre- and post-programme reflective accounts, bi-weekly reflective essays, and records of synchronous collaborative sessions. Prior to the programme, participants positioned themselves as EGP practitioners, occupied a peripheral role in relation to ESAP, and reported marked identity tension. Following programme completion, findings evidenced growth in ESAP pedagogical competence, reduced identity tensions, and the emergence of an ESAP community of practice. These findings suggest that a theory-informed, flipped PDP can effectively support out-of-field teachers in developing the pedagogical knowledge and professional identity required for a sustainable transition towards ESAP instruction.