Teacher Professionalism and Cognitive‐Affective Factors: The Predictive Power of EFL Teachers' Continuing Professional Development in Their Agency and Reflective Teaching
Survey shows strong links between professional development, agency, and reflective teaching in EFL instructors, suggesting a need for focused CPD models.
Key Points
This research aims to explore the impact of Continuing Professional Development on teachers' agency and reflective teaching in English as a Foreign Language contexts.
Survey-based approach with 384 Chinese EFL teachers
Utilized three validated instruments: CPDQ, TAS, and RTI
Correlational analyses and multiple regression analysis conducted
Significant positive associations found among CPD, agency, and reflective teaching
CPD accounted for 51% of variance in teacher agency and 44% in reflective teaching
Findings advocate for CPD enhancing cognitive-affective development, not just pedagogical skills