A phenomenologically- informed exploration of expert English Language teachers' journey in becoming teachers

The growing demand for high-quality English language teachers capable of effectively facilitating language learning has prompted a surge in research interest in this field. English language teacher education (ELTE) prograimnes are crucial for preparing aspiring teachers, yet challenges arise during their teaching journey. While previous studies focused on teacher self-efficacy and cognition, little attention has been given to the challenging teaching experiences and transformative process experienced by English language teachers within second language (L2) settings. This in-depth study explores the lived experiences of expert English teachers. understanding their challenges, transformations, and essential attributes in becoming quality teachers. Employing a phenomenologically-informed approach, the study involves thirteen expert teachers fium different institutions in Malaysia. These expert teachers have been teaching English for more than ten years in various classroom contexts. Through in-depth semi-structured interviews, the findings of this study shed light on the daunting challenges that English language teachers face and significant areas for improvement. The study also highlights the significance of passion for teaching, social-emotional competencies, cognitive abilities, and personality traits in developing them as quality English language teachers. Moreover, it contributes to a more profoimd understanding of teacher quality in ELT that encompasses essential domains for teacher development. The study suggests the need for stakeholders and policymakers to collaborate and create a more conducive environment for English language teachers, emphasising strategies for nurturing passion for teaching among educators.