CONTINUING PROFESSIONAL DEVELOPMENT FOR ENGLISH TEACHERS: WHY AND HOW

Аннотация

This work explores the significance of continuing professional development (CPD) for teachers in the context of educational reform and global trends. It highlights how CPD extends beyond initial teacher training and qualification, emphasizing the ongoing need for teachers to deepen subject expertise and enhance skills like critical thinking and problem-solving. Key words: Continuing Professional Development (CPD), Teacher Training, Educational Reform, Lifelong Learning, Professional Growth, Globalization, Critical Thinking, Teaching Standards Nowadays, in every country striving for development, special attention is being given to education, and new laws and decisions are being adopted to reform the educational system. Notably, the United Nations adopted a new education concept in 2015 for the period up to 2030. Among the Sustainable Development Goals (SDGs)1 set out in this concept, Goal 4 – “Quality Education” outlines globally important tasks. This goal emphasizes not only ensuring inclusive and equitable education for all but also prioritizes the professional development of teachers. Teacher professional development is regarded as the foundation of quality education. For this purpose, countries need to: Involve teachers in continuous professional development (CPD) programs, Develop modern pedagogical and digital competencies, Provide social and economic support for teachers, Encourage their engagement in scientific and innovative activities, Expand opportunities for international cooperation and experience exchange. Continuous professional development (CPD) refers to the ongoing process in which a teacher consistently updates their knowledge, skills, and competencies, works on self-improvement, remains open to innovations, and enhances their pedagogical mastery. This is a lifelong process and reflects a teacher’s responsibility toward their profession. Among the researchers studying teachers' continuous professional development, Cuban 2 (1990) emphasizes that teachers must be at the center 39 INNOVATIVE RESEARCH IN SCIENCE International scientific-online conference of reforms, as they are the ones who must implement high standards directly in the classroom. According to Loucks-Horsley, Hewson, Love, and Stiles3 (1998) in order to implement educational reform requirements, teachers must delve deeply into the subjects they teach—meaning they must have a strong command of their disciplines. They highlight that teachers should not only be capable of delivering fundamental knowledge but also be skilled in developing students' critical thinking and problem-solving abilities. When discussing the differences between professional development and continuing professional development (CPD), scholars provide the following definitions. According to Stevenson4 (2010), CPD is defined as: “The professional development of a teacher after the stages of initial training, qualification acquisition, and induction into the profession.” From this definition, it can be concluded that professional development begins during the initial teacher training phase, while continuing professional development (CPD) refers to the advancement that occurs after qualification has been obtained. However, Friedman and Phillips5 (2004) argue that this seemingly simple definition actually masks a complex and controversial concept. They point out that confusion arises due to the variety of perspectives and interpretations regarding the purposes and benefits of CPD. Ushie6(2009) describes CPD as an integral part of teaching practice, particularly in the context of expanding educational opportunities and increasing globalization, essential for maintaining and enhancing educational standards. Coolahan7 (2002), meanwhile, defines continuing professional development as lifelong learning. When discussing models and types of continuing professional development (CPD) for teachers, we can note that they are generally organized into two main groups: 1. Activities related to CPD organized in collaboration with an institution or organization 2. Individually conducted activities that contribute to professional development Institution-Based Continuing Professional Development Models 40 INNOVATIVE RESEARCH IN SCIENCE International scientific-online conference Professional development schools Collaborations between universities and schools Inter-institutional partnerships School networks Teacher networks Distance (online) learning Individual Continuing Professional Development Models Traditional and clinical observations (lesson analysis, open lessons) Student performance assessment Participation in seminars, courses, workshops, etc. Collaborative or peer-based development Case-based learning Observing best practices Reflective models (journaling, monthly reports) Maintaining a portfolio Action research Using teacher narratives (teacher stories) Self-study Project-based models (e.g., participating in competitions) Skills development models Teachers’ involvement in