Revisiting INSET for New Directions in English Teachers’ Continuing Professional Development
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This article aims to propose new directions in continuing professional development (CPD) for English language teachers in the 21st century. It draws on the existing literature and research in teacher professional development and learning, both in language teacher education and in the field of education in general. A critical review of the relevant literature of in-service teacher education and training (INSET) suggests implications for new directions in English teacher professional development in the rapidly changing post-COVID era. The review deals with CPD models that are most commonly used internationally: the large-scale cascade model, action research, and professional learning communities. The implications from the critical review emphasize the need to move away from top-down, one-size-fits-all approaches to CPD and instead promote teacher-initiated and collaborative models, which offer valuable opportunities for teachers to engage in meaningful professional dialogue, inquiry, and reflection. It is further suggested that by aligning professional development initiatives with teachers’ needs, promoting collaboration, valuing reflection, and recognizing teachers’ expertise, a culture of continuous learning can be created. Some suggestions are made for future research to explore the potential of technology-mediated CPD, the influence of cultural and social contexts, and the impact on student outcomes.
Abstract
This article aims to propose new directions in continuing professional development (CPD) for English language teachers in the 21st century. It draws on the existing literature and research in teacher professional development and learning, both in language teacher education and in the field of education in general. A critical review of the relevant literature of in-service teacher education and training (INSET) suggests implications for new directions in English teacher professional development in the rapidly changing post-COVID era. The review deals with CPD models that are most commonly used internationally: the large-scale cascade model, action research, and professional learning communities. The implications from the critical review emphasize the need to move away from top-down, one-size-fits-all approaches to CPD and instead promote teacher-initiated and collaborative models, which offer valuable opportunities for teachers to engage in meaningful professional dialogue, inquiry, and reflection. It is further suggested that by aligning professional development initiatives with teachers’ needs, promoting collaboration, valuing reflection, and recognizing teachers’ expertise, a culture of continuous learning can be created. Some suggestions are made for future research to explore the potential of technology-mediated CPD, the influence of cultural and social contexts, and the impact on student outcomes.
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