Continuous Professional Development Needs for In-service English Language Teachers (INSELTs) at Tertiary Level: An Integrative Review
Keywords:
Continuous Professional Development, In-service English language teachers, teachers’ professional learning, Teachers’ strategic training, Teaching-learning Process.
Abstract
This article presents an integrative review of the literature pertaining to the Continuous Professional Development (CPD)
regarding the needs of in-service English language teachers (INSELTs) at the tertiary level. The review encompasses
Qualitative, quantitative, and mixed methods previous studies related to CPD for INSELTs. Full texts were screened in
the review process. The review brings together multiple themes of literature convened around three themes: (1) construct
of CPD, (a) areas and principles of CPD, (2) need of CPD of INSELTs’ training, (3) support for CPD programmes. The
key findings of the review illustrate the research gap, to address English language teachers’ needs in providing CPD
training and professional learning opportunities to in-service teachers at tertiary level. This approach improvises the
quality of teaching and learning needs of INSELTs. The results of the review demonstrate that; high quality professional
development is considered as the soul of teaching practices. The review put forth recommendations that Education
Leadership and Management (ELM) should plan Annual Mentoring Programmes (AMP) at different levels of teachers’
training inland and abroad in terms of enhancing their professional competence of INSELTs. The study contributes
theoretically with empirical findings in the field of applied linguistics. Additionally, article concludes a need to work on
teacher education programmes at tertiary level.
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Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 3-14).
Singapore: Springer Nature Singapore.
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Cambridge Scholars Publishing.
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Teaching Council and ESRI.
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service and in‐service teachers. Journal of Education for Teaching, 32(2), 213-225.
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Institute of Education.
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(Doctoral dissertation, Northcentral University).
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11(1), 13-24.
Collinson, V., & Ono, Y. (2001). The professional development of teachers in the United States and Japan. European
Journal of Teacher Education, 24(2), 223-248.
Craft, A. (2000). Continuing professional development: A practical guide for teachers and schools. Routledge.
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Springer Dordrecht Heidelberg New York London.
Croft, A., Coggshall, J. G., Dolan, M., & Powers, E. (2010). Job-embedded professional development: What it is, who is
responsible, and how to get it done well. issue brief. National Comprehensive Center for Teacher Quality. 1-16.
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Improving schools, 14(2), 145-155.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform.
Phi Delta kappan, 76(8), 597-604.
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Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing
countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 589-611.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better
conceptualizations and measures. Educational Researcher, 38(3), 181-199.
https://doi.org/10.3102/0013189X08331140.
Dilshad, M., Hussain, B., & Batool, H. (2019). Continuous professional development of teachers: A Case of Public
Universities in Pakistan. Bulletin of Education and Research, 41(3), 119-130.
Drewes, A. Henderson, J. Mouza, C. (2017). Professional development design considerations in climate change
education: teacher enactment and student learning. International Journal of Science Education, 1–23.
doi:10.1080/09500693.2017.1397798.
Eliahoo, R. (2017). Teacher educators: Proposing new professional development models within an English further
education context. Professional Development in Education, 43(2), 179-193.
Ennes, M., Lawson, D. F., Stevenson, K. T., Peterson, M. N., & Jones, M. G. (2021). It’s about time: Perceived barriers
to in-service teacher climate change professional development. Environmental Education Research, 27(5), 762-
778.
Ercan, B., & Ivanova, I. (2020). Language instructors' perceptions and applications of continuous professional
development in higher education institutions. International Online Journal of Education and Teaching, 7(2),
435-449.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching.
Teachers College Record, 103(6), 1013-1055.
Golby, M., & Viant, R. (2007). Means and ends in professional development. Teacher Development, 11(2), 237-243.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers
and Teaching: theory and practice, 15(2), 273-289.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
https://doi.org/10.2307/1174780.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151-182.
Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In Teachers' professional
lives (pp. 1-27). Falmer Press.
Hill, H. (2009). Fixing teacher professional development. The Phi Delta Kappan, 90(7), 470-476.
Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia-Social and
Behavioral Sciences, 2(2), 990-995.
Hubbard, P. (2023). Contextualizing and adapting teacher education and professional development. In Handbook of CALL
Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 3-14).
Singapore: Springer Nature Singapore.
Ifanti, A. A., & Fotopoulopou, V. S. (2011). Teachers' perceptions of professionalism and professional development: A
Case Study in Greece. World Journal of Education, 1(1), 40-51.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical
review of the research. Review of educational research, 81(2), 201-233.
Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2),
129-169.
Kelly, P. (2006). What is teacher learning? A socio‐cultural perspective. Oxford review of education, 32(4), 505-519.
10.1080/03054980600884227.
Korkmagil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development
needs, practices and challenges (Doctoral Dissertation, Middle East Technical University).
Kutaka, T. S., Smith, W. M., Albano, A. D., Edwards, C. P., Ren, L., Beattie, H. L., Lewis, W. J., Heaton, R. M., &
Stroup, W. W. (2017). Connecting teacher professional development and student mathematics achievement: A
4-Year Study of an Elementary Mathematics Specialist Program. Journal of Teacher Education, 68(2), 140–
154. https://doi.org/10.1177/0022487116687551.
Lampert, J., Ball, A., Garcia-Carrion, R., & Burnett, B. (2019). Poverty and schooling: Three cases from Australia, the
United States, and Spain. Asia-Pacific Journal of Teacher Education, 48(1), 60-78.
Liu, G. Z. (2005). The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal, 36(2), 211-221.
Luke, A., & McArdle, F. (2009). A model for research-based state professional development policy. Asia-Pacific Journal
of Teacher Education, 37(3), 231-251.
Mahmood, N., & Iqbal, H. M. (2010). Evaluation study of the effectiveness of continuous professional development
(CPD) programme for teachers in Punjab, Pakistan. Presented at International Conference on New Trends in
Education and Their Implications ,1094-1100, Antalya-Turkey. 11-13 November, 2010.
Mann, S. (2005). The language teacher's development. Language Teaching, 38(3), 103-118.
McFarland, E. S. (2014). Teachers’ perceptions of professional development: What do Teachers Really Want That Makes
Them Willing to Change Professional Practice?. North Carolina State University.
Mcknight, G.L. (2018). Exploring the relationship between professional development leaders’ competencies of effective
professional learning and teachers’ perceptions of professional development. Available from ProQuest
Dissertation & Theses Global. (2059129432).
Meng, J., & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers' problems in their in-service professional
development. Journal of Language Teaching and Research, 4(6), 1356.
Mico, H. (2019). The Teaching Profession in Albania and the Continuous Need for Improvement through Teacher
Training Reforms. In Kowalczuk-Walêdziak M., Korzeniecka-Bondar A., Danilewicz W., & Lauwers G. (Eds.),
Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 150-167).
Opladen; Berlin; Toronto: Verlag Barbara Budrich. 10.2307/j.ctvpb3xhh.14
Morewood, A. L., Ankrum, J. W., & Bean, R. M. (2010). Teachers’ perceptions of the influence of professional
development on their knowledge of content, pedagogy, and curriculum. College Reading Association Yearbook,
31, 201-219.
Musanti, S.I. (2005). Collaboration and in-service teachers’ professional development: A qualitative study on knowledge,
identity and practice. Available from ProQuest Dissertations & Theses Global. (305463432).
Nasreen, A., & Odhiambo, G. (2018). The continuous professional development of school principals: Current Practices
in Pakistan. Bulletin of Education and Research, 40(1), 245-266.
Nooruddin, S., & Bhamani, S. (2019). Engagement of school leadership in teachers' continuous professional development:
A Case Study. Journal of Education and Educational Development, 6(1), 95-110.
Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South
Africa. South African journal of education, 30(1), 59-74.
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Published
2023-08-22
How to Cite
Khan, Z., & Umrani, S. (2023). Continuous Professional Development Needs for In-service English Language Teachers (INSELTs) at Tertiary Level: An Integrative Review. Journal of Social Sciences and Media Studies, 7(1), 34-43. https://doi.org/10.58921/jossams.07.01.0255
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