This study reported on a CPD program for local EMI teachers through a case study of five participants in a Chinese university. The EMI teachers reported that their self-efficacy was improved through their participation in the program. First, owing to the course input, they started to think about the nature and role of language with an enhanced awareness that English is more than a medium of instruction but a platform where content learning is embedded and achieved. The modelling of the trainer followed by microteaching and feedback in a supportive learning community were also claimed to be the main contributor to their self-efficacy development. The findings also revealed perceived challenges for their real-life classroom EMI teaching. In particular, the participants’ limited English proficiency, a lack of support from top-level management, and large class size were reported as main concerns. In the future, class observation by EMI tutors and peer teachers can be utilized to further support the participants’ EMI teaching. More targeted professional training programs should be designed to meet the needs of different disciplines. Furthermore, a website or blog for sharing and communication of the learning community may also contribute to EMI teachers’ CPD.

 

EMI; Teacher development

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