Articles
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DOI: The Continuous Professional Development For EFL Teachers Of Higher Education
Halimahon Muhammadiyeva , EFL Teacher Of The Department Of Practical Course Of English Language, Namangan State University, UzbekistanAbstract
In global outbreak period of Quarantine (covid-19), Continuous Professional Development (CPD) for EFL teachers of higher education is more highlighted in this article. In terms of CPD activities, the teachers always need higher cognition about the importance of self-initiated professional development. They should acknowledge that the self-driven activities and tasks of professionalism act the significant roles in bringing about real change on teachers’ pedagogical effectiveness and efficiency.
Keywords
Continuous Professional Development (CPD),, EFL teacher
References
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Clarke, D. M. (1994). Ten key principles from research for the professional development of mathematics teachers. In D. B. Aichele & A. F.Croxford (Eds.). Professional development for teachers of mathematics (pp. 37-48). Reston, VA: NCTM.
Clarke, D. M. (2001). Understanding, assessing and developing young children’s mathematical thinking: Research as powerful tool for professional growth. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 9-26). Sydney: MERGA.
Clarke, D. M. (2003). Effective professional development: What does research say? (ACU/CEO Research
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