The reflection of the english together project mentor training on the facilitator teachers' curriculum implementations

The transformation of foreign language education, which plays an important role in the development of nations, into an enjoyable and functional experience is possible through the creation of effective learning-teaching environments. Teachers, who are the creators of these environments, need to continue their personal and professional development in order to create innovative classroom environments, provide student-centred education by increasing student-teacher interaction, and bring current practices that support their creativity to their curriculum implementations. The aim of this study is to reveal the reflections of the English Together project mentor training on the facilitator teachers' curriculum implementations. This study is designed in the form of a case study, which is one of the qualitative research methods. Facilitator teachers of the English Together project working in primary schools, secondary schools, and high schools affiliated with the Ministry of National Education (MoNE) participated in the research in the 2023-2024 academic year. In this study, the innovative practices acquired within the English Together project mentor training and its reflections on facilitator teachers' curriculum implementations were deeply analysed, including the facilitator teachers' opinions on the English Together project mentor training and facilitator teachers' curriculum implementations as sub-problems. The data obtained in the study were collected through semi-structured interviews and observation forms. The data obtained through data collection tools were analysed by using the content analysis method; during this process, codes and themes were identified from the data. The findings of the research were presented by staying true to the originality of the findings and by directly quoting the participants' statements. It has been determined that the PDC mentor training made positive contributions to the curriculum implementations of the teachers. However, various problems were encountered during the implementation process. It was concluded that the facilitator teachers who participated in the PDC mentor training learned various methods and techniques related to the teaching-learning process, but they were unable to fully reflect what they had learned into their curriculum implementations due to various reasons. The frequent mention of suggestions such as extending the training duration, ensuring the continuity of the training, and changing the venue of the training highlights the importance of time management and continuity in the training. Keywords: English Together Project, Professional Development Communities (PDC), English Teachers, In-Service Training.