Perceptions of In-service English Language Teachers Involved in Erasmus Exchange Programs on Culture and Teacher Identity

This study was conducted with the participation of five in-service English language teachers and aimed to find out how overseas intercultural experience evaluate effects this on their teacher identity. The data were collected through semi-structured interviews metaphor elicitation. Content analysis procedure employed explore obtained qualitative data. results showed that participants all regarded Erasmus Exchange Program as an opportunity in personal academic life. They mentioned interacting negotiating people from different cultures changed “opinions attitudes” about culture other countries. Also, they stated raised some “cultural awareness” own said improved “language skills” specially speaking listening. also affected “intercultural identity”. confirmed identity has influenced after student.