لغة كلام
Volume 12, Numéro 2, Pages 313-330
2026-04-27

Exploring Continuous Teacher Development In Higher Education: Abroad Experiences, Peer Support, And Self-directed Growth. The Case Of Efl University Teachers In Departments Of English In Algeria



Authors : Benmokrane Aicha .

Abstract

The study aims to explore the teachers’ continuous professional development (CPD) at the tertiary level through in-house learning, training abroad and autonomous learning. The study sample consists of 190 teachers from 37 universities in Algeria. A semi-structured questionnaire, administered online, was used to collect data which were analysed. The findings show that (CPD) is a key factor in promoting teachers’ performance, innovating teaching practices along with developing self-satisfaction and work commitment. While in- house learning, international training and self- directed learning were all effective forms, most teachers favoured learning autonomously. Based on these findings, it is recommended that higher education institutions (1) promote autonomous learning through providing accessible digital resources to their staff, (2) strengthen in-house professional development via workshops, peer collaborations and communities of practice, and (3) expand international training opportunities. Finally, future research should explore the long-term impact of different CPD modes using qualitative and longitudinal approaches.

Keywords

Continuous professional development ; In-house learning ; Training abroad ; Autonomous learning ; Tertiary level

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