Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development

The last 10–15 years has seen significant change in the ways which English for Academic Purposes (EAP) is labelled and positioned within higher education institutions U.K. (Hyland, 2018). EAP teachers are often viewed treated as a uniform group even though they work under number of interchangeable locally specific titles, deploying their teaching expertise across range different settings. Despite such generic perceptions teaching, little known about what see central to profession, constitutes expertise, how this gained enhanced. This paper reports on mixed-methods design study that sought an emic perspective consider opportunities have develop professionally. Drawing 116 questionnaires 15 interviews with data gives voice practitioners, been missing from research field (Ding & Bruce, 2017). Initial findings highlight issues including types training development colleagues feel need receive, where professional knowledge located position broader academy.