CONTINUING PROFESSIONAL DEVELOPMENT FOR ENGLISH TEACHERS: WHY AND HOW
DOI:
https://doi.org/10.5281/zenodo.15660984Keywords:
Continuing Professional Development (CPD), Teacher Training, Educational Reform, Lifelong Learning, Professional Growth, Globalization, Critical Thinking, Teaching StandardsAbstract
This work explores the significance of continuing professional development (CPD) for teachers in the context of educational reform and global trends. It highlights how CPD extends beyond initial teacher training and qualification, emphasizing the ongoing need for teachers to deepen subject expertise and enhance skills like critical thinking and problem-solving.
References
UN General Assembly (UNGA). 2015 Transforming our world: the 2030 Agenda for Sustainable Development;
Cuban, L. (1990). How Teachers Taught (3rd ed.). New York: Longman;
Loucks-Horsley, Hewson, Love, & Stiles,1998; National Commission on Teaching and America’s Future, 1996;
Stevenson, A., ed., 2010. Oxford dictionary of English [online]. Oxford: Oxford University Press;
Тошбоева Б. О. (2022). Теоретический анализ понимания процесса изучения иностранных языков. Herald pedagogiki Nauka i Praktyka, 2. https://zenodo.org/record/6451688
Тошбоева Б. О. (2019). Чет тилларини ўқитишда ахборот коммуникация технологияларининг ўрни. In Педагогика фанининг долзарб муаммолари p. 204 страница.
Тошбоева Б. О. (2024). Создание условий для единства мышления и речи: психолого-методические основы обучения иностранным языкам. Зарубежная лингвистика и лингводидактика.
