Enhancing English Language Teaching through Online Continuous Professional Development: Opportunities, Challenges, and Impact
Abstract
Continuous professional development (CPD) is essential for augmenting the pedagogical and professional skills of English language educators, especially during worldwide disruptions like the COVID-19 pandemic. The shift to digital education in Uzbekistan underscored the pressing necessity for educators to engage in Continuous Professional Development via digital platforms to uphold teaching standards and respond to technical requirements. Notwithstanding the extensive use of online CPD activities, there is a paucity of study regarding their efficacy, particular potential, and challenges within the realm of English language instruction in Uzbekistan. This study seeks to examine the opportunities, challenges, and effects of online Continuing Professional Development (CPD) for English educators, offering insights into the influence of digital professional learning activities on teaching practices and competences. The findings demonstrate that online CPD, including webinars, online courses, collaborative platforms, and virtual communities, significantly improves teachers’ pedagogical skills, technological literacy, and reflective practices. Teachers benefit from increased access to global resources, networking opportunities, and updated methodological knowledge. This research integrates a comprehensive review of effective online CPD models with practical strategies tailored for English language teachers in Uzbekistan, highlighting specific digital tools, platforms, and community-based learning practices. The study underscores the need for institutional support to expand CPD access, integrate blended learning models, and encourage teacher-led initiatives. Effective online CPD fosters teaching innovation, learner-centered approaches, and sustained professional growth, ultimately enhancing English education quality in both local and international contexts.
References
J. Edge, Cooperative Development: Professional Self-development through Cooperation with Colleagues. London: Longman, 1992.
C. Lay, «EFL Teacher Workshops on Classroom Management and Increasing Classroom Interaction in Cambodia». 2010.
B. Simegn, «EFL Teachers’ Self-Initiated Professional Development: Perceptions and Practices», Acad. J., сс. 1109–1114, 2014.
A. Murray, «Empowering Teachers through Professional Development», Engl. Teach. Forum, сс. 2–11, 2010.
G. Davidson, F. Dunlop, D. H. Soriano, L. Kennedy, и T. Philips, Going Forward: Continuing Professional Development for English Language Teachers in the UK. British Council, 2012.
J. Richards и T. Farrell, Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge: Cambridge University Press, 2005.
S. Ahlquist, Professional Development for Teachers of English as a Foreign Language. Palgrave Macmillan, 2013.
T. Farrell, «Reflective Practice in ESL Teacher Development Groups: From Practices to Principles», TESL-EJ, сс. 1–14, 2012.
E. Johnson и R. Golombek, Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. New York: Routledge, 2011.
T. Wright, «Second Language Teacher Education: Review of Recent Research on Practice», Lang. Teach., сс. 259–296, 2010.
S. Pani, «Teacher Development through Reading Strategy Instruction: The Story of Supriya», TESL-EJ, сс. 1–21, 2006.
D. Freeman, «Teacher Training, Development and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education», TESOL Q., сс. 27–45, 1989.
I. Lee, «Teachers as Presenters at Continuing Professional Development Seminars in the English as a Foreign Language Context: ‘I find it more convincing’», Aust. J. Teach. Educ., сс. 30–42, 2011.
S. Mann, «The Language Teacher’s Development», Lang. Teach., сс. 103–118, 2005.
J. Johnny, «Ways to Continuing Professional Development». 2009.
