Rethinking Teachers’ Continuing Professional Development for Improved Teaching and Learning of English Language in the 21st Century

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Abstract This study focused on rethinking teachers’ continuing professional development for improved teaching and learning of the English language in the 21st century. The study was carried out in Enugu East and Enugu North local government areas, Enugu State, Nigeria. The study adopted a descriptive survey research design. A total number of 158 English language teachers were used for the study. The instrument used for data collection was the Teachers’ Continuing Professional Development Questionnaire (TCPDQ). This instrument was validated by two specialists in Language Education and one specialist in Measurement and Evaluation, all from the University of Nigeria, Nsukka. Mean and standard deviations were used to analyze the data collected. The findings of the study revealed that the CPD provided for English language teachers does not equip them properly for English language teaching in the 21st century. Poor monitoring, lack of continuity and poor integration of ICT in the training programs were identified as the loopholes of teachers’ CPD; while focusing the CPD programs on technology literacy, collaboration among teachers during the training programs, and online CPD were found to be strategies for improving English language teachers’ CPD for improved teaching and learning of English language in the 21t century. Based on the findings of this study, it was recommended that professional bodies for teachers’ professional development should be organizing high-quality CPD programs to enable the English language teachers to develop leadership, collaborative, social, and technological skills that will enable them to teach English effectively in this century.

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