Rethinking Teachers’ Continuing Professional
Development for Improved Teaching and Learning
of English Language in the 21st Century
Ossai, Rosemary Chidimma
University of Nigeria
Professor Esther N. Oluikpe
University of Nigeria
Uloh-Bethels, Annah C., PhD
University of Nigeria
Dr Christopher Ifeanyi Ibenegbu (  christopher.ibenegbu@unn.edu.ng )
University of Nigeria https://orcid.org/0000-0002-2394-3787
Research Article
Keywords: Rethinking, continuing professional development, English language teaching and learning, 21t
century
Posted Date: March 21st, 2022
DOI: https://doi.org/10.21203/rs.3.rs-1472093/v1
License:   This work is licensed under a Creative Commons Attribution 4.0 International License.
Read Full License
Page 1/15
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.
Introduction
The twenty-first century is the age of globalization and information explosion. It is the present century
characterized by technological advancement, especially in the aspect of information and communication
technology. Haryono, Subkhan, and Putra (2017) define the 21st century as the age of information and
communication technology, and innovations in digital technology that facilitates human interaction,
communication and quick access to information. This present age according to Nwokeocha (2017) is
variously referred to as a global and information society. The century portrays internationalization and
globalization explains (Boholano, 2017). It is the age where people have access to modern technology
which makes it possible for them to go global, acquiring knowledge and information from people across
the globe. An age where teaching and learning have gone digital and can take place at any time without
location constraint. No wonder Harris, Straker and Pollock (2017) posit that the use of digital technology
by young people has the potential to improve learning and academic outcomes.
For improved academic outcomes in this century, teachers and students need sound technical skills to
benefit from the current trend of integrating modern technologies into the education system. This is
because, in the 21st century, textbooks are gradually being replaced with web resources, and interaction
between teachers and learners is facilitated through web technologies especially social media platforms
(Boholano, 2017). Many teachers organize their teaching activities, upload them on a website, share links
with students, and offer digital discussion with learners. Teachers also collaborate with colleagues and
experts in different parts of the world and use modern technologies like PowerPoint presentations,
Page 2/15
interactive whiteboards, Google classroom, Module, and internet resources, among others to facilitate
instructional delivery. In previous centuries, both the teachers and learners did not have access to
authentic materials and resources, peers and experts in different countries of the world through the
internet. This also makes teaching in the 21st century different from an age-long approach to teaching
where teachers and learners must come together in a physical setting for learners to be spoon-fed before
learning can take place. Here, teachers adopt a learner-centred approach to teaching and learners, only
need to be guided on how to use the resources in their hands to engage in active and creative learning
(Hirschman & Wood, 2018). Through this means, learners are trained to think creatively, become
resourceful and inventive, to succeed both academically and in a future career as indigenes of a global
village.
Living in a global village there is the need for learners to have a good knowledge of an internationally
acclaimed language. No language in the world is recognized by all human beings as a global language.
However, English is one of the languages that have gained international status and is used across the
globe to ease communication among people from different linguistic backgrounds. In addition to being
acclaimed internationally, English serves as a second language in Nigeria. Nigeria is a multilingual nation
and English is a common language that facilitates interaction among Nigerian citizens. The language is
needed for the peaceful coexistence of Nigerians, and proper adaptation in the global community. Egbe
and Asadu (2020) lent credence to this by explaining that English indexes the spirit of national unity in
Nigeria more than any of the indigenous languages. In addition to the roles which the English language
plays in Nigeria, Hysa (2014) points out that students in the 21st, century need strong English skills, and
the ability to apply their knowledge to solve real-life problems
Despite the relevance of the English language to Nigerians, many indigenes of the country cannot express
themselves fully in English. The researchers observed that many Nigerian students are not proficient
users of English and that a good number of them perform poorly in English language examinations. In
the year 2010, the West African Examination council’s Annual Report shows that it has become a yearly
ritual for candidates to perform poorly in the English language examination (WAEC, 2010). Nigeria is a
West African Country and their students are not left out in the poor performance. In line with this report,
Ukoha, Uzoegwu and Ukwueze (2020) state that the poor performance of Nigerian students in the English
language spreads across primary, secondary and tertiary levels of education.
The poor performance of students in the English language is a worrisome situation and teachers are
mainly blamed for this state of affairs. In support of this statement, Adefeso-Olateju and Olurotimi (2018)
point out that teachers’ performance in Nigeria is low and this is a big problem in the Nigerian education
system. Low-quality teachers bring about the poor performance of teachers and poor academic
achievement of learners. Adeolu & Ayeni (2011) lent credence to this fact by stating that the academic
achievement of students is significantly affected by teachers’ quality of instruction. Teachers with poor
knowledge of English produce students who cannot make good use of English and this leads to poor
academic achievement. The finding of Maduekwe (2007) that teachers who do not have good knowledge
of grammar impart wrong knowledge on their students’ supports this assertion. Kanu (2016) notes that
Page 3/15
poor quality of teaching and incompetency of teachers are the causes of poor performance of students in
English language examinations in Nigeria, while Ugwuoke and Okolo (2016) identified teachers’
incompetency as a problem associated with the poor achievement of learners in the English language.
There is, therefore, the need for English language teachers to be competent and of high quality to be able
to teach the language efficiently for improved academic achievement of learners. They need to have
sound knowledge of their subject areas and be able to plan and deliver instructions using appropriate
materials and methods (Adeolu & Ayeni, 2011). The inability of many English language teachers to teach
the language appropriate which manifests in poor performance of students could be linked to the type of
training given to them during their pre-service training.
There are discrepancies in the pre-service training of English language teachers in Nigeria. Take for
instance, for the award of B.Ed in English which qualifies one to teach English at the senior secondary
level; one has to undergo a four-year program of eight semesters on a full-time basis in Nigerian
universities. In the same universities, NCE holders who gain admission through direct entry for the award
of the same certificate go through three years programs of six semesters on a full-time basis. This is
done to ensure that they acquire good content knowledge of English, knowledge, skills and techniques
that can be effectively applied for the teaching of the English language. The same certificate - B.Ed is
also awarded to students who undergo sandwich and weekend programs in Nigeria. These programs
take place within a short period during which the students run helter-skelter to receive lectures from
different lecturers. Such training does not provide in-depth training that can properly equip the studentteachers to teach the English language effectively Teachers that go through sandwich or weekend
programs are usually of lower quality than those that go through full-time programs. Ejima (2012) lent
credence to this fact by stating that the issue of discrepancies in teachers’ training in Nigeria leads to the
existence of teachers of different qualities.
In addition to this, it has also been observed that the pre-service education of English teachers in Nigeria
is mainly theoretical. Student-teachers are taught the methods, materials, techniques and strategies that
can be used to teach the language but they do not engage in enough teaching practices to enable them to
develop competencies in the use of the acquired knowledge. They have the head-knowledge of what it
takes to teach the language effectively but they cannot apply the knowledge to classroom instruction.
This is why Ighohiro (2012) states that many teachers receive poor quality training and, therefore, enter
into the teaching profession not fully prepared. In support of this, Nwokeocha (2017) explains that the
fact that teachers’ education is more theoretical than practical makes beginning teachers lack the vital
skills needed for classroom instruction. The variation in the quality of teachers produced in tertiary
institutions, coupled with the dynamic nature of the English language, and the fact that teachers’ training
is more theoretical than practical calls for the need for continuing professional development (CPD) of the
English language teachers in Nigeria.
Continuing professional development (CPD) is an opportunity provided for teachers to acquire knowledge
and skills to improve their performance in the teaching profession. It is a means of equipping practising
teachers to carry out their duties effectively as professionals in the teaching profession. Nwokeocha
Page 4/15
(2017) defines CPD as on the job training of teachers geared towards making the teachers possess the
relevant attitudes, knowledge and skills to teach effectively. Continuing professional development
programs include seminars, workshops and conferences, among others. Gomba (2018) points out that
teachers need to constantly participate in the programs to upgrade their skills, content knowledge and
practice, to be able to withstand the challenging demands of the teaching profession. In support of this,
Nwokeocha (2017) states that teachers’ development is a pillar of professionalization of teachers and an
important determinant of the quality of education. Still, on the relevance of CPD Omede and Oguche
(2016) explain that training and retraining of teachers improve the quality of teachers and help them
teach well.
The approaches to teachers’ continuing professional development programs are centre-periphery and
cluster-type. Centre-periphery is the traditional approach to CPD where experts provide training to teachers
who are passive receivers of knowledge in the training process. in this approach to CPD, teachers have
little or no room to collaborate with others or make contributions throughout the training session. This
approach is regarded as a passive means of providing CPD to teachers (Nwokeocha, 2017). Centerperiphery approach to CPD is commonly adopted in Nigeria but it is less likely to professionally equip the
classroom teachers. It is argued in this paper that centre-periphery is not an effective approach to CPD of
English language teachers in this 21st century where teachers need to collaborate with students and
other educators to create projects and resources that bring classroom activities close to what happens in
the real world. This argument is supported by Mansour, El-Deghaidy, Alshamrani and Aldahmash (2014)
who reveal that teachers’ development is said to be effective when the teachers are allowed to collaborate
to share ideas about classroom instructions, and how to implement the knowledge acquired from
continuing professional development programs.
Cluster-type CPD program brings teachers as well as policymakers together to form a discussion
community. Teachers share their knowledge and challenges and the policymakers who in turn use their
expertise to make meaningful contributions to improve pedagogical processes. The cluster-type CPD also
has some loopholes. It takes teachers away from classrooms for hours or days thereby making them
abandon their classes to participate in the program (Eze, 2017). After such programs, especially the ones
that last for some days, teachers rush over instructions to cover the syllabus. When teaching is being
rushed over, the instruction becomes teacher-centred and learners resort to rote learning which hurts
learning, retention and academic achievement.
Teachers are pivotal for the realization of the objectives of education. They initiate, facilitate, coordinate
and assess learning (Babalola, 2010). The place of teachers in the education system is recognized in
Nigeria and this is evident in efforts made by the Nigerian government to improve the quality of teachers.
For instance, the Teachers’ Registration Council of Nigeria (TRCN), National Teachers’ Institute (NTI),
National Institute for Education Administration and Planning (NIEPA), and Universal Basic Education
Commission (UBEC) among others are government establishments that strive to build the capacity of
teachers in Nigerian Schools.
Page 5/15
It is disheartening to note that the results of efforts of these agencies to improve the quality of teachers
have not shown to be significant concerning the academic achievement of students in the English
language. This could be attributed to the approaches adopted for teachers’ CPD, and the focus, content
and skills emphasized in teachers’ CPD programs. One of the key focuses of CPD according to the CPD
framework are educational, information and communication technology (TRCN, 2008). However, the CPD
of English language teachers in Nigeria rarely focuses on the use of information and communication
technology either for capacity building or for improved teaching and learning. As a result of this, English
language teachers do not use modern technologies such as computers for teaching (Eze & Aja, 2010).
This situation is worrisome because we are in the 21st century where ICT is used in all fields of human
endeavour. Omoede and Oguche (2016) reveal that the lack of training of teachers on the application of
ICT is a serious problem that makes it difficult for teachers to surmount the challenges of teaching in the
21st century. To solve this problem, Hirschman & Wood (2018) explain that people outside this generation
have to adapt to the use of modern technologies. Teachers who fall under this category of people can
only acquire the skills needed to integrate new technologies into the pedagogical process through CPD
that focuses on the use of modern technologies.
Another problem associated with teachers’ CPD in Nigeria is poor monitoring. Teachers’ development
programs are exclusively organized for teachers but people who are not teachers sometimes enrol in the
programs. Such people do not attend the programs to be trained to teach but to enjoy the financial
benefits associated with the programs. In line with this, Ejima (2012) notes that it is not uncommon to
see traders, artisans and motorcycle riders enrol in conferences organized for teachers simply because of
financial gains. The presence of non-teachers in the programs makes it difficult for the goal of CPD to be
achieved and renders the programs unproductive. This is because they do not have real ideas and
information about classroom instruction to share with the teachers, and can hardly answer questions or
make contributions that can be applied in classrooms to improve learning. When only the classroom
teachers and other stakeholders in education gather to reflect on what happens in classrooms, raise and
streamline ideas on how to improve teaching and learning, teachers will be equipped with relevant
knowledge that will make them play sound professional roles for improved learning and academic
achievement of students. All these loopholes in CPD programs affirm the statement of Ayeni and Akinola
(2008) that teachers are not given adequate training opportunities. There is a need for teachers’ CPD
providers to have a rethink what is currently being done in the name of CPD so that the programs will
have more positive effects on teachers, especially the English language teachers, and the academic
achievement of learners.
Rethinking teachers’ continuing professional development refers to assessing or making a valued
judgment of teachers’ CPD to ascertain the quality of the programs offered to them to improve teachers’
development programs. Rethinking the English language teachers’ CPD is considered appropriate in this
age characterized by technological innovation, collaborative learning, and an increase in the use of ICT in
the education system. The assessment of CPD is essential because the information obtained from such
assessment will be used to determine how well the programs are functioning, and possible ways of
improving them. The results of this study will be of great benefit to English language teachers, CPD
Page 6/15
providers, and learners of the English language. The results will enable the CPD providers to be
organizing programs that will equip the teachers with the knowledge and skills needed to facilitate
language pedagogy in the 21st century. When the teachers apply the knowledge and skills acquired from
CPD programs into classroom instruction, learners’ proficiency and academic achievement in the English
language will improve.
This study is anchored on Desimone’s framework of professional development which was developed in
the year 2009. According to the framework, CPD is said to be effective if it increases the knowledge of
teachers, influences their instructional practices, beliefs and attitudes, and improves students’ learning
outcomes. Desimone’s framework of professional development provides a suitable explanation for this
study which took a look at CPD provided for English language teachers to determine its quality to
improve the teaching and learning of the English language in the 21st century.
Purpose Of The Study
The general purpose of this study is to have a rethink on the CPD of English language teachers for
improved teaching and learning of the English language in the 21st century. Specifically, the study sought
to:
1. Determine the extent to which CPD provided for teachers equips them for teaching and learning of
English language in the 21st century.
2. Find out the loopholes of CPD programs organized for English language teachers.
3. Determine the strategies for improving the English language teachers’ CPD for improved teaching
and learning of the English language in the 21st century.
Research Questions
The following research questions were formulated to guide the study.
1. To what extent does CPD provide for teachers equips them for teaching and learning of English
language in the 21st century?
2. What are the loopholes of CPD programs organized for English language teachers?
3. What are the strategies for improving the English language teachers’ CPD for improved teaching and
learning of the English language in the 21st century?
Method
Description of the study location
This study was carried out in Enugu East and Enugu North local government areas, Enugu state, Nigeria.
Most of the inhabitants of these areas are traders, while others are civil servants, students and farmers.
Page 7/15
The idea behind the choice of these areas is the apparent inability of many secondary school students in
these areas to express themselves in English.
Study design and population
The research design adopted for this study is a descriptive survey. This design is considered appropriate
for this study which sought to describe the CPD of English language teachers to improve the programs to
yield maximum results. One hundred and twenty-eight (128) English language teachers in the areas of the
study formed the population of the study: 58 from Enugu East and 70 from Enugu North. There was no
sampling because all the teachers were used for the study.
Data collection and analysis
The study took place between September and December 2021. The study utilized a modified version of
the validated data collection questionnaire. The study instruments were pretested at a different
secondary school we used for the study. The secondary school is similar to the secondary schools we
used for the study. Errors and ambiguous questions sequencing were corrected before field data
collection.
Materials
A questionnaire titled Rethinking Continuing Professional Development Questionnaire (RCPDQ) was used
as an instrument for data collection. The questionnaire contains 30 items arranged in three clusters, and
structured on a four-point rating scale thus – Strongly Agree/Very High Extent = 4points, Agree/High
Extent = 3points, Disagree/Low Extent = 2points and Strongly Disagree/Very Low Extent = 1point. This
instrument was validated by two specialists in Language Education and one specialist in Measurement
and Evaluation, all from the University of Nigeria, Nsukka. Data was collected with the help of four
research assistants. Two research assistants went to Enugu East while the other two went to Enugu North
to administer the questionnaires to the English language teachers. Mean scores and standard deviations
were used for data analysis, and 2.50 was used as the criterion mean. Mean rating scores that are less
than 2.50 are interpreted as disagreeing or low extent, while those with 2.50 and above are interpreted as
agreed or high extent.
Data Analysis
We checked and cleaned the data collected for completeness and accuracy. The questionnaires were
coded, entered, and analyzed using IBM-SPSS version 25. We tested the data in the questionnaires for
internal consistency and had a very high Cronbach’s α value of 0.91, which indicates a high level of
internal consistency for the scale that comprised 30 study items.
Results
The findings of this study are presented below in line with the research questions that guided the study.
Table 1
Page 8/15
Mean and standard deviations of teachers’ responses on the extent to which CPD equips them to teach
the English language in the 21st century (N = 128)
Table 1
shows the mean and standard deviation of the responses of teachers on the extent to which CPD equips
them for the teaching of the English language in the 21st century. All the items except items 1, 7, and 8
have mean scores below the 2.50 benchmark level. The cumulative mean of 2.16 and the standard
deviation of .76 reveal that the CPD provided for the teachers does not equip them properly for the
teaching of the English language in the 21st century.
S/N
Quality of CPD
Mean
SD
Decision
1.
It grounds teachers on the use of appropriate teaching methods
for the teaching of the English language.
2.82
.68
High
Extent
2.
CPD helps teachers develop content knowledge of the English
language.
2.44
.67
Low
Extent
3.
It helps teachers develop the social skills needed for English
language instruction.
2.30
.88
Low
Extent
4.
It trains teachers on how to use visual resources to teach English.
2.27
.90
Low
Extent
5.
It helps the teachers to develop the technical skills needed for the
integration of modern technologies into classroom instruction.
1.60
.86
Low
Extent
6.
It helps teachers to develop sound leadership skills for classroom
management.
2.43
.92
Low
Extent
7.
It helps teachers acquire the knowledge needed for assessing the
learning outcome of learners.
2.94
.66
High
Extent
8.
It provides the English language teachers with the opportunity to
reflect on their teaching to improve their practices.
3.00
.70
High
Extent
9.
It improves the information literacy of English language teachers.
2.19
.62
Low
Extent
10.
It helps the English language teachers develop collaborative skills.
2.35
.69
Low
Extent
Cluster Mean
2.16
.76
Low
Extent
Table 2
Mean and standard deviations of teachers’ responses on the loopholes of CPD programs organized for
English language teachers (N = 128)
Page 9/15
S/N
Loopholes of CPD
Mean
SD
Decision
11.
Teachers are not immersed in active learning to enable them to
gain knowledge through practice.
3.36
.72
Agree
12.
The programs are usually short.
3.40
.98
Agree
13.
Poor monitoring of CPD programs and activities.
3.39
.68
Agree
14.
ICT tools are not properly integrated into the programs to help the
teachers develop sound technological skills.
3.56
.86
Agree
15.
Poor participation and attendance of English language teachers.
2.50
.86
Agree
16.
The programs are not accessible to all English language teachers.
2.42
.65
Disagree
17.
The programs are not provided by experts in the field of language
teaching.
2.33
.70
Disagree
18.
CPD programs are poorly organized due to inadequate funding.
2.57
.66
Agree
19.
The programs lack continuity.
3.02
.90
Agree
20.
CPD programs do not allow English teachers to collaborate with
colleagues to share knowledge and ideas.
3.20
.65
Agree
Cluster Mean
2.96
.77
Agree
Data in Table 2 showed the mean and standard deviation of teachers’ responses on the loopholes of
CPD. The descriptive analysis showed that the teachers agree that all the items except item 7 are the
loopholes of CPD programs organized for English language teachers. The item falls below the 2.50
criterion mean. This means that the teachers do not agree that CPD is not provided by experts in the
field of language teaching.
Table 3
Mean and standard deviations of teachers’ responses on the strategies for improving teachers’ CPD for
improved teaching and learning of English language in the 21st century (N = 128)
Page 10/15
Table 3
shows the mean and standard deviations of teachers’ responses on the strategies for improving the
English language teachers’ CPD for improved teaching and learning of the English language in the 21st
century. All the items have mean scores between 2.88 and 3.77 which are above the 2.50 benchmark.
This means that the teachers agree that all the items constitute strategies for improving the CPD of
English language teachers.
S/N
Strategies for Improving CPD
Mean
SD
Decision
21.
English language teachers should be engaged in active learning
during CPD programs.
3.50
.66
Agree
22.
CPD should be organized during the holidays to allow teachers to
participate in the programs.
2.88
.52
Agree
23.
English language teachers’ attendance at CPD should be made
compulsory.
3.46
.70
Agree
24.
Sourcing for the fund to provide quality CPD for teachers.
3.65
.69
Agree
25.
CPD programs should be properly monitored to ensure that only
the teachers attend and participate in such programs.
3.22
.69
Agree
26.
Online CPD should be organized for teachers to avoid location
constraints.
3.39
.67
Agree
27.
Integration of ICT into English teachers’ CPD programs.
3.45
.68
Agree
28.
CPD should focus on technology and information literacy.
3.77
.70
Agree
29.
Training the teachers on how to use visuals to enhance the
learning of the English language.
3.02
.71
Agree
30.
Providing adequate time for teachers to collaborate with
colleagues and share ideas during CPD programs.
3.10
.78
Agree
Cluster Mean
3.34
.68
Agree
Discussion
The findings of this study are discussed under the research questions that guided the study. The findings
of the study based on the first research question reveal that the CPD of English language teachers does
not properly equip them for effective teaching of the English language in this 21st century. Apart from
training the teachers on the use of teaching methods, assessment of learning outcomes and provision of
opportunity for teachers to reflect on their classroom instructions, other items listed in the questionnaire
are not addressed by English language teachers’ CPD. The aspects of technology and information
literacy, development of content knowledge, social, leadership and collaborative skills are either not
covered or properly addressed in CPD programs provided for teachers. These findings agree with that of
Omoede and Oguche (2016) that teachers are not trained on the use of ICT and this makes it difficult for
them to meet up with the challenges of current development. Teachers may resort to individual efforts to
learn how to integrate modern technology into classroom instruction. This is not appropriate because
they cannot acquire sound technological skills without the assistance of experts.
Page 11/15
On the loopholes of teachers’ CPD, the findings show that the CPD programs are usually short, lack
continuity and are marked with poor attendance, poor monitoring, and poor integration of ICT in the
training of teachers. The findings also reveal that teachers are not immersed in active learning, the
training programs are not accessible to all teachers, and they do not provide enough opportunity for
teachers to collaborate with colleagues. These findings and the findings on the extent to which CPD
equips teachers for English language instruction in the 21st century reveal that teachers’ CPD is
associated with a lot of problems and limitations. The findings are in tandem with that of Calleja (2018).
The researcher found out that one of the problems of CPD is that teachers are not engaged in experiencebased learning. The findings of Eze (2017) which reveal that the duration of English language teachers’
CPD programs is usually short also supports the findings of this study. The findings also agree with that
of Gomba (2018) that poor participation of teachers in CPD is a problem associated with teachers’ CPD.
The findings of this study on the second research question imply that there is a need to improve the CPD
provided for English language teachers to improve the teaching and learning of the English language in
the 21st century.
On the third research question, the findings reveal that engaging the teachers in active CPD, organizing
CPD during the holidays, making teachers’ attendance to CPD compulsory, adequate funding and proper
monitoring of CPD are strategies for improving CPD. The findings also show that online CPD training,
integration of ICT in a training session, and focusing the programs on technology literacy, use of visual
resources, and collaboration among teachers are also strategies for improving English language teachers’
CPD for improved teaching and learning of English in the 21st century. These findings imply that the
application of these strategies will equip the teachers properly to play their professional roles better. The
findings are in line with the findings of the study carried out by Mansour, El-Deghaidy, Alshamrani and
Aldahmash (2014) which reveal that allowing the teachers to collaborate to share ideas about classroom
instructions, and how to implement the knowledge obtained from continuing professional development
programs makes CPD programs effective.
Conclusions
We are in the 21st century, the age of knowledge economy, globalization and speedy dissemination of
information. No one, not even the English language teachers can escape from the globalization effects.
This calls for the need to rethink the English language teachers’ CPD. This study demonstrated that the
CPD provided for English language teachers does not equip them properly to effectively teach English in
this century. Some of the loopholes of CPD identified in this study include poor monitoring, lack of
continuity and poor integration of ICT in the training programs. The study revealed focusing the programs
on technology literacy, collaboration among teachers during the training programs, and online CPD,
among others as strategies for improving CPD for improved teaching and learning of the English
language. It is hoped that implementation of these strategies, as well as the recommendations in this
study, will better equip the teachers for classroom instruction which will invariably improve the learning
and academic achievement of English language students in this century.
Page 12/15
Recommendation
The following recommendations are made based on the findings of this study.
1. 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.
2. Government and CPD providers should monitor the programs to ensure that teachers participate and
engage in active learning during CPD.
3. Government and PTA should fund teachers' CPD to ensure that quality programs are organized for
English language teachers.
4. Online-based CPD should also be organized for teachers so that location will not impede teachers’
participation in CPD programs.
Declarations
Ethical approval
We got both verbal and written approval from the respondents. Their participation was voluntary.
Postgraduate Studies Review Board, University of Nigeria, Nsukka, accepted the study technique.
Before respondents' oral agreement, We informed them about the objective of the research and we made
them understand that participation was intentional and denial to take part in the study attracts no
consequence. W assured the privacy of the study participants of confidentiality and we detached
individual identifiers in the summary data to guarantee discretion.
Consent
We agreed with all individual participants involved in the study.
Competing interests
We affirmed we do not have competing interests.
Funding
There was no funding for the study.
Acknowledgements
We would like to thank our respondents and research assistants. We also, appreciate Dinma Kalu, John
Ugwu, Kenneth Oliji, Chiamaka Egwuonwu, and Chizoba Enigwe for their help in assisting us with data
Page 13/15
collection.
Data Availability
The data set we produced during and/or analyzed during the present study are not overtly available
because of privacy matters but can be collected from the corresponding author if demanded.
References
1. Adefeso-Olateju, M. & Olurotimi, O. (2018). New Wine into Old Wineskins? Of Governors, Teachers
and Administrative Systems. The Education Partnership Centre, Lagos.
http://venturesafrica.com/blog/2020/08/31/angola-ministers-approve-new-exploration-strategy/
2. Adeolu, J. & Ayeni, (2011). Teachers’ Professional Development and Quality Assurance in Nigerian
Secondary Schools. World Journal of Education, 1(2), 143–149
3. Ayeni, A. J. and Akinola, O. B. (2008). Influence of principals’ leadership styles and motivation of
teachers on quality assurance in secondary school: A case study of Ondo State. Ife Journal of
Theory and Research in Education, II (1&2), 162–170.
4. Babalola, J.B. (2010). In search of excellence in teacher education: The University of Education
Model. Asnemen publisher.
5. Boholano, H.B. (2017). Smart social networking: 21st-century teaching and learning skills. Research
in Pedagogy, 7(1), 21–29.
6. Calleja, J. (2018). Teacher participation in continuing professional development: Motivating factors
and programme effectiveness. Malta Review of Educational Research, 12, (1), 5–29.
7. Egbe, C. I. & Asadu, E. U. (2020). The utilization of audio-visual resources in the teaching of oral
English in secondary schools in Nsukka Educational Zone of Enugu State. International Journal of
Arts and Technology Education, 11(2), 14–25.
8. Ejima, O. S. (2012). Teacher professional development in the 21st century Nigeria: The journey, the
potholes and the patches. Global Voice of Educators, 1(1), 3–4
9. Eze, P. I. & Aja, S.N. (2014). Availability and utilization of information and communication technology
(ICT) in Ebonyi local government area of Ebonyi State.: Implications for effective teaching and
learning. Educational Research, 5(4), 116–121.
10. Eze, R. C. (2017). Teachers’ continuing professional development as correlates of senior secondary
school students’ achievement in reading comprehension in Nsukka Education Zone. M.Ed. Project
Report, University of Nigeria, Nsukka.
11. Gomba, G. K. (2018). Challenges faced by educators in the implementation of continuing
professional teacher development (CPTD): Gauteng Province.
https://www.intechopen.com/books/teacher-education-in-the-21st-century.
12. Harris, C., Straker, L., & Pollock, C. (2017). A socioeconomic related ‘digital divide’ exists in how not if,
young people use computers. PLoS ONE, 12(3). https://doi.org/10.1371/journal.pone.0175011.
Page 14/15
13. Haryono, H., Subkhan, E. & Putra, G. (2017). 21st Century Competencies and Its Implications on
Educational Practices. Advances in Social Science, Education and Humanities Research, 118, 606–
610.
14. Hirschman, K. & Wood, B. E. (2018). 21st Century Learners: Changing Conceptions of Knowledge,
Learning and the Child. NZ Annual Review of Education, 23, 20–35
15. Hysa, E. (2014). Defining a 21st Century Education: Case Study of Development and Growth Course.
Mediterranean Journal of Educational and Social Research 5(2).
https://www.researchgate.net/publication/270973144
16. Ighohiro, D.O (2012). Education Documents and Bestial Documents Nigeria. Lagos: Ministry of
Education Press.
17. Kanu, B. C. (2016). Teachers’ perceived difficulties in the implementation of communicative language
teaching in English language classrooms in Nsukka Education Zone of Enugu State. B.A. Project
Report, University of Nigeria, Nsukka.
18. Maduekwe, A. N. & Ajibola, B. C. (2007). Strategies for teaching English grammar: An analysis of
grammar lessons in Lagos State schools. Journal of studies in education, 10, 87–101.
19. Mansour, N., El-Deghaidy, H. Alshamrani, S. & Aldahmash, A. (2014). Rethinking the Theory and
Practice of Continuing Professional Development: Science Teachers’ Perspectives. Research in
Science Education, 44, 949–973.
20. Nwokeocha, S. (2017). Teacher quality, development and motivation in Nigeria. African Educational
Research Journal, 5(2), 126–134.
21. Omede, A. A., & Oguche, M. D. (2016). The implications of poor quality teacher education on
educational development in Nigeria. International Journal of Economics, Commerce and
Management United Kingdom, 4(4), 801–810.
22. TRCN (2008). Manual of the mandatory continuous professional development programme.
https://www.trcn.gov.ng/PUBLICATION/MCPE%20REVISED%202008.pdf
23. Ugwuoke, O.M. & Okolo, C.B. (2016). Status of oral English instruction in senior secondary schools in
Obollo Afor Education Zone in Enugu State. B.A. Project Report, University of Nigeria, Nsukka.
24. Ukoha, E. O., Uzoegwu, P. N. & Ukwuezeh, P. C. (2020). Availability and utilization of computers by
English language teachers in secondary schools in the Nsukka education zone. International Journal
of Arts and Technology Education, 11(2), 95–102.
25. West African Examination Council (2010). West African senior school certificate examination
May/June Chief Examiners’ report (Nigeria).
Page 15/15