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Revisiting the Continuing Professional Development of
English Language Teachers
Revisitando el desarrollo continuo del profesional de los profesores de
inglés
Adrian Abreus González*
https://orcid.org/0000-0003-4643-3269
adabreus@gmail.com
Universidad de Cienfuegos
Cuba – Cienfuegos
Michelle Zambrano Mendoza*
https://orcid.org/0009-0002-0162-4184
mnzambranom@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador – Durán
Artículo recibido: (10/01/2026) - Aceptado para publicación: 02/02/2026
Conflictos de intereses: Ninguno que declarar.
*Autor para correspondencia
Cita sugerida (APA, séptima edición)
Abreus González, A. & Zambrano, M. (2026). Revisiting the Continuing Professional
Development of English Language Teachers. Linguatech, Volumen (2), páginas.
57 - 70
ABSTRACT
This article addresses the insights of English Language Teachers about their Continuing
Professional Development plan, using the results of a survey applied to 56 CPD trainees in
Cuba and 15 CPD trainees in Ecuador who have taking part in the study. The main aim is
reflecting upon the experience of teacher training in the Cuban and Ecuadorian context through
the identification of what teachers believe their CPD Plan may cover according to their needs
and interests. The main findings show that most teachers think about incorporating diverse CPD
activities after they are enquired about the attendance to these types of sessions.
Keywords: Continuing Professional Development, teacher training
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RESUMEN
El artículo se centra en la visión de los profesores de inglés sobre su plan de desarrollo
profesional continuo, empelando los resultados de una encuesta aplicada a 56 entrenados
cubanos y 15 ecuatorianos que formaron parte del estudio. El principal objetivo es reflexionar
sobre la experiencia de la preparación de los profesores en los contextos cubano y ecuatoriano, a
través de la identificación de lo que los profesores consideran forma parte de su plan de
desarrollo profesional continuo, tomando como base sus necesidades e intereses. Los resultados
principales muestran que la mayoría de los profesores piensan en incorporarse a las actividades
de desarrollo continuo después de haber sido cuestionados sobre su asistencia a este tipo de
sesiones.
Palabras clave: desarrollo profesional continuo, preparación de profesores
INTRODUCTION
Continuing professional development (CPD) of professionals has always been a priority
for the Ministry of Higher Education in Cuba. Accordingly, many guidelines for conducting
CPD have been passed over the years. In general terms, these guidelines have always considered
upgrading courses, masters and doctorate programs as part of the CPD of university professors
in order to improve their teaching in tertiary levels.
These types of CPD relate to all areas of knowledge, and provide professors with
opportunities to be up to date in their academic fields. The teaching of English as a foreign
language has also been a focus of attention, especially supported by the British Council (BC)
office in Havana, and other organizations and higher education professionals from different
countries.
This article focuses on CPD in Cuba with an emphasis on programs developed in the
province of Cienfuegos. The scope, however, takes as a sample the participants in various
courses in which the authors have been trainers/CPD deliverers. The main aim is reflecting upon
the experience of teacher training in the Cuban and Ecuadorian contexts through the
identification of what teachers believe their CPD Plan may cover according to their needs and
interests.
METHODS
This study conducted followed a mixed approach where a survey was applied to
English-as-a-Foreign-Language teachers in Cienfuegos, Cuba and Guayaquil, Ecuador; who had
taken part in CPD activities conducted at the University of Cienfuegos and Buckingham
Language Center; and some interpretations were made upon their answers. This survey intended
to help the researcher identify where the participants think they are in terms of CPD
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development and where they plan to be in a short or a long term. The sample participating in the
study were 56 Cuban teachers of English in Cienfuegos province, Cuba and 15 teachers from
Ecuador in 2025.
The main items participants had to identify to create their own CPD Plan included the
activities they had attended or would like to attend in a short-term or long-term period of time.
These 22 activities are:
a) ___ Bachelor of Language Teaching
b) ___ Masters of Education/ELT
c) ___ other Master’s Degree/More than one Master´s Degree
d) ___ Doctorate of Education/ELT (PhD)
e) ___ Online teacher forum
f) ___ Face-to-face training courses
g) ___ Online teacher-training courses
h) ___ Attending a Conference
i) ___ Presenting at a Conference
j) ___ Joining a teacher´s club
k) ___ Seminars
l) ___ Attending a Workshop
m) ___ Reading
n) ___ Self-reflection sessions on your teaching
o) ___ Group reflection sessions about language teaching
p) ___ Action research
q) ___ Peer-observation
r) ___ Observation by head teacher
s) ___ Watching teaching videos
t) ___ Recording your class and watching that video later
u) ___ Taking a CPD training certification
v) ___ Others, which one/s _______________________________
RESULTS
The findings of the study include an analysis of the teachers CPD Plan elaborated after
completing the survey applied. For the first 11 items, the results described below correspond to
the Cuban teachers surveyed:
Table 1.
Results from items a. to k. about the CPD Plan of English Language Teachers in Cuba
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Item
CPD activity teachers
have attended to.
CPD activity teachers
would like attend in the
future.
a.
30
26
b.
18
38
c.
7
7
d.
0
12
e.
3
7
f.
49
56
g.
28
56
h.
30
46
i.
12
34
j.
5
42
k.
25
54
Source. Elaborated by the authors
The results in Table 1 show that 53.5 % of the sample already has a Bachelor of
Language Teaching obtained in a Cuban university, while the other 26 teachers would like to
obtain their degree in the coming future, representing the other 46.5%. As for holding a
Master´s Degree, only 60% of the teachers who already hold a Bachelor degree has already
obtained a Masters of Education or ELT, while the other 12 graduated teachers and the 26 who
do not hold a bachelor degree yet added they would like to obtain a Master´s degree in the
recent future. That is, 67.8% of the sample agreed they would like to hold a masters degree in
Education or ELT in the next 6 years.
The third item, on the other hand, was only considered by few teachers. Seven
participants in the survey added that they already had a second master´s degree, while a similar
number of teachers expressed their willingness to take a second master’s degree program. None
of the participants hold a doctorate of Education or ELT at present; however, 12 teachers would
like to conduct doctorate research in the future, which represents 21.4% of the sample surveyed.
Despite the online experience teachers were forced to have after covid 19, only 3 of them added
they have participated in online teacher forum, while 7 expressed they would really like to
participate in this kind of activity in the future. What is interesting considering in this item is the
fact that 2 of the teachers who had already participated in this type of forum did add they would
like to continue participating in the future. That is, only 5 teachers of the ones who have not
participated in an online teacher forum expressed they would like to, which represents only
8.9% of the sample surveyed. This indicated that this type of CPD activity is not popular among
English language teachers in Cienfuegos.
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Most teachers, however, prefer attending face-to-face training courses rather than online
teacher training. The greatest number of participants agreed on having participated in face-to-
face CPD activities. Thus, 49 out of the 56 who represented the sample, stated that they prefer
face-to-face interaction. The total sample added that they would really like to continue attending
face-to-face activities in the future.
As for online teacher-training courses, 28 teachers stated that they had already taken this
type of CPD, while the total number of participants stated they would like to be part of online
training sessions in s short- or long-term period of time. Furthermore, 53.5% of the surveyed
teachers agreed on having attended a conference, while only 21.4% had presented papers at this
type of event. The number of teachers who would like to participate in conferences is greater,
however than the number of teachers who would like to present papers, which is somehow
derived form the lack of confidence to present research results, as some of them stated.
Only 5 teachers of the total surveyed agreed on joining a teacher´s club, while 42 of
them expressed they would like to join this type of CPD activity in the recent future. The
answers to the last of the items of the row, indicate that 25 teachers had already taken part in
seminars, while 54 expressed their willingness to participate in this type of activity in the future,
representing the 96.4% of the sample surveyed.
The results of the second row of items evaluated are presented in Table 2.
Table 2.
Results from items l. to v. about the CPD Plan of English Language Teachers in Cuba
Item
CPD activity teachers
have attended to.
CPD activity teachers
would like attend in the
future.
l.
42
52
m.
32
41
n.
4
24
o.
21
47
p.
3
7
q.
7
19
r.
44
23
s.
56
56
t.
24
47
u.
3
10
v.
0
2
Source. Elaborated by the authors
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This second part of the survey included the experience of teachers attending a
workshop, which was answered positively by 42 participants, which represent the 75% of the
sample surveyed. As for the willingness to attend workshops in the future, 52 out of the 56
participants agreed on the idea that they would really like to attend this type pf CPD activities;
which allow them to exchange ideas and opinions about their teaching and reflect on the new
tendencies for language teaching.
Reading is a type of activity most teachers find useful. However, only 57% of the
sample agreed they had developed reading as part of their preparation and CPD. A greater
number, 73% stated that they would like to read more in the future, especially methodology and
teaching-related materials that help them improve their teaching.
Self-reflection sessions on their teaching was identified by only 4 teachers as part of
their CPD Plan; that is, only 7% of the sample saw in this type of activity a good method to
reflect and change their teaching practice. 42.8%, however, considered that self-reflection is a
way to improve and adjust to the students needs, based on practical experience, which made
them think of this as a CPD activity they would like to take in the future.
Also, reflection in groups of peers provides the exchange of new ideas, experiences and
best practices. In this sense, group reflection sessions about language teaching have been
attended by 21 teachers of the ones surveyed, representing 37,5% of the sample; while 24
expressed they would like to attend this kind of sessions in the future.
Conducting research is not among the CPD activities teachers develop regularly. Only 3
teachers out of 56 stated they had developed action research to provide pedagogical solutions to
problems they may encounter in the classroom. This is, however, a point that not so many
teachers refer they would like to do, despite the importance this may have for improving their
teaching practice based on science and innovation.
One of the most relevant qualitative methods is observation, and peer-observation plays
an important role in planning an appropriate CPD Plan. Only 12.5% of the teachers surveyed
stated they had already observed some of their peer teachers’ lessons in order to reflect together
on what they do similarly or differently. Some of the participants stated they do not feel
comfortable when their practice is being observed by other teachers, and that is the reason why
only 33% of the sample showed their willingness to be observed by peers in the future.
Nonetheless, when they were asked about observation by head teachers as part of the CPD plan,
78% agreed on the fact that head teachers are well prepared people who can make great
contributions to their teaching practice, but they do not see this type of activity as a CPD task.
Only 23 teachers were willing to have head teachers observe what they do in order to improve
their teaching practice. They see this as a control task rather than an activity that can contribute
to their CPD.
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With the ongoing use of technology, watching teaching videos has become more
popular among teachers. The total number of teachers stated they have watched teaching videos
and expressed they will continue to watch them, to grasp the best of the teaching experiences
they have access to. Yet, when it comes to recording the class and watching that video later,
teachers stated they do not usually think of this as a CPD activity. Only 24 teachers out of the
56 stated they have partially recorded their lessons and later analyzed what they did. This is not
a common practice among teachers in Cuba, but 84% of the teachers taking part in the survey
stated they would like to record part of the lessons with this reflecting purpose.
Whether taking teaching certification might be common around the world, certifying the
teaching skills with an international certification is not that common in the context in which the
study was conducted. That might be the reason why only 3 teachers said they have taking
certification as part of their CPD, while another 17 referred they would like to. There were no
suggestions made about some other CPD activities participants may think of.
As for the teachers surveyed in Ecuador, the findings of the study are described in
Tables 3 and 4.
Table 3.
Results from items a. to k. about the CPD Plan of English Language Teachers in Ecuador
Item
CPD activity teachers
have attended to.
CPD activity teachers
would like attend in the
future.
a.
15
3
b.
4
9
c.
3
5
d.
0
4
e.
15
15
f.
15
15
g.
15
15
h.
10
14
i.
3
7
j.
10
12
k.
15
15
Source. Elaborated by the authors
As stated above, Table 3 shows the results of the survey applied to the 15 teachers from
Ecuador. In this sense, 100% of the sample already has a bachelor of Education or Bachelor of
Arts; however, 20% of the sample expressed their willingness in studying another bachelor. As
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for holding a Master´s program, 4 teachers already have this academic degree and 9 expect to
attend masters programs in the recent future.
Twenty (20) percent of the sample stated that they already hold more than one masters
course while 33 % stated they would like to take a different masters degree. Besides, none of the
teachers surveyed hold a doctorate, and 26% expressed they would like to hold a PhD degree in
the recent future.
The total number of the sample stated they have participated in online teacher forum
and they all expressed they would like to develop this CPD activity in the future. As well, 100%
of the teachers surveyed stated they have attended and would like to attend face-to-face training
courses, because they offer possibilities for the exchange of ideas, best practices and
experiences. This is reinforced with an active participation in conferences. Thus, 66% of the
teachers surveyed stated they have participated in conferences, although only 20% of these
teachers have actually presented papers or posters in these conferences.
Most of the teachers (10) answered they have taken part in teacher´s clubs, and 80%
considered attending these clubs in the future would help them reflect upon their daily practice.
Item k rereferred to attending seminars, to which the total number of the sample stated they have
attended this type of CPD activities, and would like to attend seminars in the recent future.
Table 4.
Results from items l. to v. about the CPD Plan of English Language Teachers in Ecuador
Item
CPD activity teachers
have attended to.
CPD activity teachers
would like attend in the
future.
l.
7
12
m.
8
10
n.
12
15
o.
10
15
p.
3
7
q.
4
7
r.
6
8
s.
10
12
t.
3
8
u.
10
12
v.
0
0
Source. Elaborated by the authors
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Another of the CPD activities that may help teachers reflect upon their practice are
workshops. In this sense, 46% of the sample stated that they had attended workshops about
language teaching, while 80% agreed on the fact that they would like to attend this CPD activity
in the future. However, despite the fact that reading is an activity that may be conducted
autonomously, only 53% of the sample stated they regularly read didactic material that help
them improve their teaching practice or expressed they would like to read literature about
language teaching.
As for developing sessions for self-reflecting on their teaching practice, 12 surveyed
teachers referred that they use this type of activity regularly, while the total number of
participants stated they would like to self-reflect about their own progress in language teaching.
These reflections are also developed in groups, in which a similar number of the sample agreed
on the fact that this CPD activity helps them reflect on what other teachers do and what they can
incorporate to their daily teaching routines.
Action research is not very popular among the language teachers surveyed in Ecuador.
Thus, only 20% of the teachers participating in the survey stated they had conducted action
research to improve their teaching practice, while only a 46% referred they would like to
conduct this type of research. Item q referred to the development of peer observation, which is a
type of CPD activity that not many teachers do. Only 4 of the surveyed teachers added that they
have been observed or had observed other teachers as a part of a CPD task, and 7 stated they
would like to conduct peer observation in the future as part of their daily teaching routine.
Observations can also be conducted by head teachers, although participants consider
they feel more controlled than observed in this type of activity. 53% of the sample agreed this is
a type of activity they would like to have in the recent future.
Watching teaching videos is recognized to a be a great CPD activity by the 10 teachers
in Ecuador, while 12 considered they would like to use this activity as a means to improve their
teaching. As for recording their class and watching that video later, only 20% of the sample
stated they have actually done this in the past, while 53% agreed they would like to start doing
such a CPD activity in the recent future.
Finally, Taking a CPD training certification is highly recognized to be a great CPD
activity in Ecuador, a context where teachers certify their skills taking international
examinations like the Teaching Knowledge Test, First Certificate and other Cambridge
Certifications that help them improve their teaching practice.
DISCUSSION
Continuing Professional Development, according to Hayes (2014), is a multi-faceted
lifelong experience, which can take place inside or outside the workplace and which often
moves beyond the professional and into the realm of a teacher´s personal life too. CPD is
critical in providing teachers with the means to cope with the increasing demands placed upon
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them by external forces while maintaining their individual capacity to take control of their own
learning and to transform their educational practice.
CPD is essential to improve the quality of teaching and learning in schools worldwide
since it responds to different needs and reasons and is developed at different stages of a teacher
professional career. As teachers continue to take CPD activities, courses and/or actions, their
CPD needs and interests vary. In my opinion, CPD is continuously moving from one phase to
another as times passes by and teachers acknowledge its importance.
As recalled by Floris (2021) CPD is a planned, continuous and lifelong process whereby
teachers try to develop their personal and professional qualities, and to improve their
knowledge, skills and practice, leading to their empowerment, the improvement of their agency
and the development of their organization and their pupils. CPD is an autonomous activity, but
the most effective CPD takes place through collaboration and sharing of learning and
experiences.
The importance of increasing teachers' theoretical and practical knowledge about
language teaching should emphasize on coaching as one innovative approach to professional
development, addressing teachers concerns over staying current with changing technology
(Zimmer & Matthews, 2022; Greaves & Vlachopoulos, 2023).
CPD may differ from one context to another. However, many CPD frameworks have
been developed for English language teachers in order to create well-established definitions of
expertise, measurable outcomes and greater accountability, as stated by the British Council,
Cambridge English and EAQUALS (www.cambridgeenglish.org/teaching-framework). These
frameworks focus on what teachers can do rather than what they cannot do, as they foster the
use of non-linear scales to assess competence and allow development through an ongoing
process of learning.
Moreover, the frameworks for English language teacher´s CPD take into account their
individual needs; that is, where teachers are at a given point, and where they should move to in
the future as they develop professional competencies. In my experience as a CPD provider, any
individual, even an experienced teacher, is good at some things and less effective at others, so
the CPD frameworks provide tools to support constant teacher development. A more dialogic
and interactive CPD options should focus on active learning that places teachers in the CPD
learning processes and activities rather than replacing teachers' knowledge and skills (Abakah,
2023).
For the British Council (BC) CPD projects, critical self-reflection helps to create a
stronger sense of self-awareness and accountability. Thus, the hereinafter principles and beliefs
about teaching and learning are usually present in BC CPD activities:
1. English is best acquired through communication and students should be given as much
opportunity to use it in the classroom as possible.
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2. Collaboration through task-based group and pair work has a very positive effect on learning.
3. Teachers and students become motivated and develop a positive attitude to learning when it is
engaging and fun and relates directly to their needs and context.
4. Change can only be achieved if teachers are encouraged to reflect on their current teaching
practice and their personal beliefs about teaching.
5. Through experiential teacher education and development activities such as peer teaching and
lesson planning, teachers can practice and develop their teaching skills and knowledge more
effectively.
6. Teacher education and development programs should provide a mix of teaching skills and
subject matter knowledge.
7. The relationship between the teacher and student or the teacher and trainer is fundamentally
important and should be based on mutual respect and understanding. (Hayes, 2014)
In a study conducted in 2017 by Priajana, this author summarized different types of
CPD activities for English language teachers. This study was aimed at exploring how the
English-as-a-Foreign-Language (EFL) teachers developed professionally, particularly in terms
of pedagogical and professional competencies.
As summarized by Priajana (2017), in the context of English Language Teaching (ELT),
there are effective approaches to teacher´s involvement in professional development. Some of
the programs to attain this purpose are seminars, pre-service teacher programs, teacher-training
courses, workshops, and other similar activities. Additionally, attending and presenting at a
conference, joining a teachers´ club, peer-observation, watching teaching videos, and recording
your class and watching that video, may be other forms of CPD activities.
However, most of these programs used a face-to-face approach, which in the current
Covid-19 pandemic situation might reduce effectiveness if developed as planned before. Thus,
CPD planners need to think about activities in which learning can occur using online resources
and platforms that allow teachers maintain their professionalism in responding to new
educational paradigms and trends. The focus should be on the ways we deliver CPD nowadays
rather than the CPD activities themselves. Some of these non-face-to face activities are online
training courses, reading, self-reflection, joining an online teacher forum, etc.
Many effective strategies and activities such as reflective inquiry, individual and
collaborative teacher professional development programs can be implemented to upgrade
teachers’ performance and competencies (Priajana, 2017). In some contexts, there are Policies
to CPD that make these activities institutional. Thus, many universities provide EFL teachers
with academic masters or doctorate programs as part of institutional CPD policies.
Prince and Barret (2014) state that a series of CPD workshops is used with master
trainers and teacher educators in India to help them appreciate the value of CPD, to become a
role model and a “CPD Champion” for the teachers they train; an experience that is worth to be
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shared worldwide. The key factor to CPD activities, whether institutional or non-institutional is
the interest of the EFL teacher to go further on its own professional development. That is, the
willingness to attend CPD activities and their motivation to learn new things.
CPD attendees need to feel CPD is meaningful to them. Thus, getting to know their
expectations with the activities CPD officers plan to develop is essential to effective sessions.
The hierarchy of needs defined by Maslow in the mid-1950s help attendees keep motivation
towards learning. Without the bottom layer of hierarchy met, CPD attendees cannot reach the
next level. Each level, once met, allows them the ability and motivation to learn. That is, with
the proper support, each participant can move up in the hierarchy.
Figure 1:
Maslow´s Hierarchy of Needs. Poston (2009).
Understanding and implementing Maslow´s Hierarchy is in the best interest of CPD
officers and attendees, since officers can use their knowledge of the hierarchy to structure the
CPD activity or activities and the environment. Furthermore, by environment for learning, we
not only refer to physical parameters in the classroom, but also to safe emotional and
physiological settings where participants feel free to ask questions, exchange ideas and
opinions, without being mocked by other participants or the CPD officer.
The motivation continues to increase as attendees move from one level to another in the
hierarchy scale. As suggested by Abraham Maslow, before individuals meet their full potential,
they need to satisfy a series of needs. In order to create an appropriate CPD plan, CPD officers
and attendees need to create it together. Thus, CPD could be diversified according to each
individual needs and interest about EFL teaching.
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CONCLUSIONS
Despite the level of professional development teachers may be situated at, there is
always something new to learn, there is always a CPD opportunity awaiting. Teachers and CPD
officers need to create a CPD plan that suits the best interest and needs to improve the teaching
practice. The use of the items described to create an appropriate CPD plan for teachers allows
them to think about where they are and what they need to continue improving their teaching
practice.
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