INNOVATIVE PRACTICES OF SUSTAINABLE PROFESSIONAL DEVELOPMENT OF ESP TEACHERS IN THE PROCESS OF INTERNATIONALIZATION OF EDUCATION
In the era of global educational transformation, the role of Continuous Professional Development (CPD) of English for Specific Purposes (ESP) teachers has gained exceptional significance. This article ad- dresses the core issue of enhancing the quality and sustainability of teacher development by...
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| Natura: | Articolo |
| Lingua: | tedesco |
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Alfred Nobel University
2025-06-01
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| Serie: | Alfred Nobel University Journal of Pedagogy and Psychology |
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| Accesso online: | https://pedpsy.duan.edu.ua/images/PDF/2025/1/12.pdf |
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| Riassunto: | In the era of global educational transformation, the role of Continuous Professional Development
(CPD) of English for Specific Purposes (ESP) teachers has gained exceptional significance. This article ad-
dresses the core issue of enhancing the quality and sustainability of teacher development by introducing in-
novative practices aligned with the principles of educational internationalization. The purpose of the article is to outline the primary directions for advancing the professionalism of
ESP teachers through the design and implementation of innovative CPD practices that reflect current soci-
etal needs and global standards. The study aims to define the conceptual foundations of sustainable CPD,
analyse relevant national and international experiences, and identify effective organizational and pedagog-
ical conditions to support teachers’ professional growth.
A comprehensive methodological approach was employed, incorporating semantic and termino-
logical analysis, comparison and contrast methods, generalization of theoretical findings, and forecast-
ing tools. The authors have conducted an in-depth literature review covering Ukrainian and foreign schol-
arly sources to determine the philosophical, pedagogical, and psychological dimensions of teacher devel-
opment. The concept of development was considered as a multidimensional and interdisciplinary construct
that signifies progression from one qualitative state to another.
The study found that sustainable CPD is not limited to formal training sessions but is a long-term, dy-
namic, and personalized process that includes self-directed learning, institutional support, international col-
laboration, and digital integration. The study critically examined various national legislative and strategic
educational frameworks and aligned its insights with international trends in teacher education, especially
those derived from European and Australian models.
As part of the empirical component, the article presents the case of the Department of Foreign Lan-
guages at Kryvyi Rih National University, which has launched a multifaceted CPD initiative for ESP teach-
ers. Central to this initiative is the “ShareLab” laboratory – a platform created in response to the unique
challenges faced by teachers during wartime and under conditions of forced digital transformation. The lab
serves as a collaborative space for teachers to share experiences, explore innovative methodologies, and
receive professional support. Key activities include adaptation of curricula for blended and remote formats,
integration of learning management systems (e.g., Moodle), and the adoption of project-based and prob-
lem-based learning frameworks.
The findings demonstrate that sustainable CPD contributes directly to the improvement of student ac-
ademic outcomes, particularly in terms of language proficiency and engagement. The study emphasizes the
need to institutionalize CPD as an integral part of academic culture and promote models of teacher learn-
ing that are participatory, inclusive, and adaptable.
Conclusions. In general, the article defines sustainable CPD of ESP teachers as a systematically organ-
ized process of qualitative transformation aimed at acquiring and applying new professional competencies
that meet both local and international educational demands. It is supported by ongoing innovation, collab-
oration, and responsiveness to societal changes. The authors propose future research directions such as de-
veloping criteria for assessing CPD effectiveness, exploring neurobiological bases for teacher learning, and
fostering a strong culture of continuous education within academic institutions. |
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| ISSN: | 3041-2196 3041-220X |