Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

Authors

  • Abdul Rouf
  • Abdul Rashid Mohamed

DOI:

https://doi.org/10.3126/nelta.v22i1-2.20036

Keywords:

Secondary EL Teachers, CPD, Practices, Needs

Abstract

The present paper reports a study that aimed to explore secondary school (SS) English language (EL) teachers’ present practices of and perceived needs for continuing professional development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is the only constant trend. Consequently, EL teachers need to be continuously updated in their professional knowledge base and skills. They must be engaged in effective CPDs to keep abreast of innovations in language learning and teaching for their own career development and better learning outcomes for learners. Using a semi-structured questionnaire qualitative data was collected from 10 secondary EL teachers. The findings show that overall scenario of SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for teachers’ professional learning.

Journal of NELTA, Vol 22 No. 1-2, December 2017, Page: 1-12

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Author Biographies

Abdul Rouf

Md. Abdur Rouf (corresponding author) works as an assistant professor in English at Jagannath University, Dhaka, Bangladesh. He did his first MA in English Literature and second MA in ELT from University of Dhaka. Currently he is doing his doctoral research at Universiti Sains Malaysia in Malaysia. His research interests include second language teacher education (SLTE), ICT in language teaching, and 21st Century Skills.

Abdul Rashid Mohamed

Professor Dato’ Dr. Abdul Rashid Mohamed is a consultant to the Malaysian Ministry of Education as well as the Ministry of Education of the Republic of Maldives. A senior professor at Universiti Sains Malaysia, he holds a PhD in TESOL from East Anglia University in the UK

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Published

2018-05-31

How to Cite

Rouf, A., & Mohamed, A. R. (2018). Secondary EL Teachers’ CPD: Present Practices and Perceived Needs. Journal of NELTA, 22(1-2), 1–12. https://doi.org/10.3126/nelta.v22i1-2.20036

Issue

Vol. 22 No. 1-2 (2017)

Section

Articles

License

© Nepal English Language Teachers’ Association (NELTA)

Authors are required to transfer their copyright to the Nepal English Language Teachers' Association (NELTA)

The Journal of NELTA is copyright by Nepal English Language Teachers’ Association (NELTA). Apart from citing/referencing in academic works, no part of any materials may be reproduced by any process without prior written permission from its copyright owner – NELTA. Requests and enquiries concerning reproduction and rights may be addressed to NELTA or the editorial board at neltaeditorialboard@gmail.com.