Continuing Professional Development of Teacher Educators: Challenges and Initiatives

Abstract

Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.

Full text

Shanlax
International Journal of Education
sha n l a x
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Continuing Professional Development
of Teacher Educators: Challenges and
Initiatives
Chanchal Tyagi
Senior Research Fellow, Department of Education
Chaudhary Charan Singh University, Meerut, Uttar Pradesh, India
https://orcid.org/0000-0003-1118-3626
Pradeep Kumar Misra
Professor, Department of Education
Chaudhary Charan Singh University, Meerut, Uttar Pradesh, India
https://orcid.org/0000-0002-9164-6071
Abstract
Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance
of CPD for teacher educators lies in the fact that it helps them to improve their professional and
instructional practices. Teacher educators usually begin their CPD after joining the profession
and continue it as a lifelong learning process. There are two popular routes of CPD for teacher
educators: programs planned and mandated by external agencies and their self-initiatives.
Researchers conducted in different parts of the world reveal that, like external initiatives, self-
initiative also play an important role in the professional development of teacher educators. As part
of their self-initiatives for CPD, teacher educators themselves act as the developers and creators
of their professional learning opportunities and activities. Researches also depict that some factors
may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities.
Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives
of CPD and the challenges they face in this journey. Data to conduct the study was collected from
a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD
Challenges Scale’, and analyzed by using percentage and product-moment r.
Keywords: Continuing Professional development, In-service teacher education, INSET,
Teacher educators, Initiatives, Challenges
Background
There is a growing focus on the qualities of teacher educators involved in
teaching the next generations of teachers (ETUCE, 2008). Because they have
a direct inuence on the initial training of student teachers (Furlong, et al.,
2000) and for many teachers, they are role models. From them, the teachers
acquire different competences, skills and values that they deploy further in their
classrooms. They not only maintain and improve the quality of the education
system but also develop it through their role as developers and mediators of
knowledge about education and as educational innovators also (European
Commission, 2013). The work of teacher educators is of such high quality and
importance (Snoek, et al., 2011) that raising their quality can lead to wider
improvements in education (European Commission, 2012; Buchberger, et al.,
2000). How the quality of education depends on the quality of teacher educators
is logically argued by Murray (as cited in Westrup, 2009):
OPEN ACCESS
Manuscript ID:
EDU-2021-09023634
Volume: 9
Issue: 2
Month: March
Year: 2021
P-ISSN: 2320-2653
E-ISSN: 2582-1334
Received: 02.12.2021
Accepted: 09.02.2021
Published: 01.03.2021
Citation:
Tyagi, Chanchal.
“Continuing Professional
Development of Teacher
Educators: Challenges
and Initiatives.” Shanlax
International Journal of
Education, vol. 9, no. 2,
2021, pp. 117-126.
DOI:
https://doi.org/10.34293/
education.v9i2.3634
This work is licensed
under a Creative Commons
Attribution-ShareAlike 4.0
International License

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“The quality of teaching depends in large measure
on the quality of the teachers; the quality of the
teachers depends in large part upon the quality
of their professional education; the quality of
teacher education depends in large measure on
the quality of those who provide it, namely the
teacher educators”.
To ensure the quality of teacher preparation
programmes, teacher educators need to be involved
in continuous professional development. They need
to become more knowledgeable professionals than
they were a year ago (Smith, 2003). As a professional
group, they are increasingly aware of the need to
continue to work on their competencies and the
importance of being lifelong learners who keep in
touch with the latest developments and insights in
their eld (Swennen & Van der Klink, 2009).
Teacher educators usually begin their CPD after
joining the profession and continue it as a lifelong
learning process. There are two popular routes of
CPD for teacher educators: programmes planned
and mandated by external agencies and their self-
initiatives. Research conducted in different parts
of the world reveals that, like external initiatives,
self-initiatives also play an important role in the
professional development of teacher educators (Al
Neaimi, 2007; Mann, 2005; Richard & Farrell, 2005).
Many studies conrm that self-initiated professional
development has a more positive effect on increasing
the standards of professional learning (Johnson,
2006; Mann, 2005; Pettis, 2002). While programmes
planned and mandated by external agencies are
not available to many teacher educators, they can
create professional development opportunities for
themselves by taking self-initiatives like reading
new books or journal articles (Phelps, 2006; Baily,
et al., 2001), engaging in action research, reecting
on their teaching (Johnston, 2002; Nunan, 2001;
Bartlett, 1990), and working collaboratively with
their colleagues, sharing skills, experiences, and
solution to common problems (Richards & Farrell,
2005). Besides, they can also observe the classes of
their colleagues, conduct researches, and evaluate
teaching-learning material. Thus, there is a range
of development activities that can be initiated
and planned by the teacher educators themselves
(Richards & Farrell, 2005; Pettis, 2002).
The research revealed that the level of initiation
for professional development activities is partially
inuenced by the type of challenges teacher educators
encounter (Mahmoudia, & Özkana, 2015; Avalos,
2011; Jurasaite-Harbison & Rex, 2010). Many
researchers have reported different hampering factors
for CPD like time, accessibility, staff motivation, and
nancial issues (Geldenhuys & Oosthuizen, 2015).
Unsupportive managers, staff attitude, availability
of programs, work pressure, family commitments,
unsafe environments, and participation on own time
are also identied as hampering factors (Fernandez-
Manzanal, et al., 2015; Drage, 2010). The intensity
of these CPD hampering factors increases when
there are no systematic policy provisions. The
CPD of teacher educators in India often faces this
situation. The other notable aspect is that available
CPD policies in India treat all higher education
teachers alike and do not have any distinct provisions
for teacher educators, for example, NCFTE- A
major policy document of teacher education does
not recommend any specic CPD provisions and
opportunities for teacher educators (NCTE, 2009).
Not only in India has CPD of teacher educators
remained a neglected area in other countries as
well. Researchers argue that little attention has
been paid to this profession and little empirical
evidence directly concerned with the professional
learning of ‘this unique occupational group’ is
available (Murray & Harrison 2008; Korthagen, et
al., 2005). Smith (2003) observes that “there is a
wealth of information about how teachers develop
professionally…but little about how teacher
educators develop professionally”. In the backdrop
of all these observations and arguments, the present
research was conducted to study the:
1. Initiatives are taken by teacher educators for
practicing CPD.
2. Challenges faced by teacher educators in
practicing CPD.
3. Relationship between teacher educators’ CPD
initiatives and challenges faced by them
Hypothesis
There is no signicant relationship between
teacher educators’ CPD initiatives and challenges
faced by them.

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Methodology
The present study was conducted on teacher
educators teaching the classes of B.Ed. and M.Ed. in
aided and self-nance colleges of teacher education.
These colleges are afliated with Chaudhary Charan
Singh University and are spread in all the seven
districts of Meerut and Saharanpur Mandal. From
10 aided and 213 self-nance colleges of teacher
education, 7 aided and 14 self-nance colleges were
selected using the stratied cluster random sampling
method. The data was collected using the ‘Teachers’
CPD Initiatives Scale,’ and ‘Teachers’ CPD
Challenges Scale’. Both these scales were developed
and standardized by the researchers themselves.
‘Teachers’ CPD Initiatives Scale’ is a three-point
rating scale [‘Often’ ‘Sometimes’ and ‘Never’] and
includes 27 items divided into 5 dimensions i.e.
collaborative, reective, constructive, digital, and
nancial initiatives. Teachers’ CPD Challenges Scale
is a ve-point scale (ranging from “Strongly Agree”
to “Strongly Disagree”) and includes 28 items.
This scale focuses on infrastructural, institutional,
time managerial, psychological, unavailability of
opportunities and nancial type of challenges. For
data analysis, percentage and product moment ‘r’
was calculated. To study teacher educators’ CPD
initiatives, the percentage was calculated for all
three categories [‘Often’ ‘Sometimes’ and ‘Never’]
separately. In the case of teacher educators’ CPD
challenges, the “Strongly Agree” and “Agree”
categories were merged and then the percentage
was calculated for the composited categories.
Both these scales were given to all the120 teacher
educators working in the selected colleges. Out of
these 120, only 113 teacher educators lled both the
scales completely. Therefore, the nal sample size
constituted 113 teacher educators.
Analysis and Results
The summary of the frequency of teacher educators
taking collaborative, reective, constructive, digital,
and nancial initiatives for their CPD is presented
and analyzed in Tables 1,2,3,4, and 5. The summary
of infrastructural, institutional, time managerial,
psychological, unavailability of opportunities, and
nancial type of challenges they face in the practice
of CPD is presented and analyzed in Tables 6, 7, 8, 9,
10, and 11. And the relationship between their CPD
initiatives and the related challenges is presented in
Table 12.
Table 1: Collaboration based Initiatives
Statement Always Sometimes Never
f % f % f %
You keep track of activities of national/international teacher associations 45 39.82 62 54.87 06 5.31
You review recently published text books/reference books 31 27.43 72 63.72 10 8.85
You help your junior colleagues regarding professional development 57 50.44 51 45.13 05 4.42
You invite feedback from your colleagues on your research papers before
sending it to publication 43 38.05 58 51.33 12 10.62
Your try to become member of editorial boards of different research journals 40 35.39 43 38.05 30 26.55
Table 1 shows that there are only 39.82% of
teacher educators keep track of activities of national/
international teacher associations. Helping junior
colleagues is the most popular collaborative CPD
initiative among the given ve but only 50.44% of
teacher educators do it regularly. Only 38.05% of
teacher educators take feedback from their colleagues
on their research papers and 10.62% never initiate it.
35.39% of them try to become a member of editorial
boards of different research journals but a large
number of teacher educators (26.55%) never try for
it. Reviewing recently published textbooks/reference
books is done by only 27.43% of teacher educators
but 8.85% are not interested in any such activity.

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Table 2: Reection based Initiatives
Statement Always Sometimes Never
f % f % f %
You prepare portfolio to assess your improvement in professional
development 43 38.05 53 46.90 17 15.04
You attend the classes of your senior colleagues 37 32.74 62 54.87 14 12.39
You conduct action research for solving your particular classroom problems 40 35.39 61 53.98 12 10.62
You note down your daily classroom experiences in a diary 26 23.01 62 54.87 25 22.12
You discuss your classroom experiences with your colleagues 64 56.64 45 39.82 04 3.54
In case of facing a professional/academic problem, you consult with experts
of your field 62 54.87 45 39.82 06 5.31
Table 2 reveals that initiatives based on reection,
discussing classroom experiences with colleagues
and consulting with the experts are the most initiated
CPD activities (54-57%). Maintaining a diary is the
least initiated activity as only 23.01% of teacher
educators practice it. The other notable observation
is that 10-15% of teacher educators hardly attempt
any reection based initiation.
Table 3: Constructive Activities based Initiatives
Statement Always Sometimes Never
f % f % f %
You write research papers/articles for magazines and newspapers 42 37.17 53 46.90 18 15.93
You prepare instructional material for classroom use 47 42.48 60 53.09 06 5.31
You develop online teaching learning material 30 26.55 57 50.44 26 23.01
You submit your research proposals to different research agencies 29 25.66 66 58.41 18 15.93
You carry out research projects 27 23.89 62 54.87 24 21.24
Table 3 shows that only 37.17% of teacher
educators write papers or articles while preparing
instructional material is limited to 42.48% of them.
Only one-fourth of teachers keep themselves engage
in developing online teaching-learning material,
preparing research proposals and carrying out
research projects. Surprisingly, 15-23% of teacher
educators keep themselves away from CPD activities.
Table 4: Digital Activities based Initiatives
Statement Always Sometimes Never
f % F % f %
You try to get membership of online libraries of other institutions 33 29.20 61 53.98 19 16.81
You give preference to have an account on websites of academic nature 41 36.28 62 54.87 10 8.85
You make efforts to join online teaching communities 38 33.63 63 55.75 12 10.62
You watch online educational programmes 50 44.25 59 52.21 04 3.54
You listen educational discussions and debates on TV/Radio 51 45.13 52 46.02 10 8.85
You use social media for sharing your academic experiences 48 42.48 49 43.36 16 14.16
You take help of e-learning material in preparation of your lecture 56 49.56 51 45.13 06 5.31
Table 4 claries that activities such as watching
online educational programmes, listening to
educational discussions and debates, sharing
academic experiences on social media, and consulting
e-learning material are done by 42-49% of teacher
educators. Among the selected group, 33.36%make
efforts to join online teaching communities regularly
and 36.28% give preference to have an account on
academic websites. Data also reveals that 29.20% of
teacher educators are a member of online libraries of
other institutions.

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Table 5: Financial Support based Initiatives
Statement Always Sometimes Never
f % f % f %
If your institution does not subscribe the research journals of
your choice, you subscribe it by yourself 50 44.25 52 46.02 11 9.73
You buy books, to cater your CPD needs 56 49.56 52 46.02 05 4.42
You participate in paid online professional development courses 28 24.78 62 54.87 23 20.35
You purchase learning material of your need 61 53.98 48 42.48 04 3.54
According to table 5, 44-53% of teacher educators
spend money on their own for purchasing journals,
books and other related learning materials. 24.78%
of teacher educators attend paid online professional
development courses while 20.35% of them have not
thought of attending such courses.
Table 6: Infrastructural Challenges
Statement SA A Composite
(SA+A) % N %
The library of your institution does not subscribe adequate
e-journals / Journals 17 32 49 43.36 17 15.04
Teachers in your institution have no access to institutional
internet facility 12 25 37 32.74 15 13.27
Due to lack of personal cabin or separate place for you to sit and
work in institution, you are not comfortable in carrying out CPD
activities there
13 38 51 45.13 16 14.16
Computer facility for teachers in your institution is inadequate 12 31 43 38.05 15 13.27
Table 6 reects that only 38% of teacher educators
have computer facilities in the institution they served
and 32.74% of them also have internet access in
their institutions. 45.13% of teacher educators
cannot engage in their CPD. They don’t have a
personal cabin or separate place to sit and work in an
institution and 43.36% report that their institutional
library does not subscribe to the adequate number of
e-journals/print journals.
Table 7: Institutional Challenges
Statement SA A Composite
(SA+A) % N %
Management of your institution detain your salary if you take leave
for attending CPD activities 13 13 40 35.39 23 20.35
Your institution is reluctant in terms of arranging CPD activities 17 17 49 43.36 24 21.24
Your institution does not provide you spare time to go to library and
study 14 14 47 41.59 12 10.62
Your institution does not grant you leave to attend CPD activities 13 13 47 41.59 20 17.69
Your institutional library does not provide you CPD literature as per
your demand 09 09 49 43.36 17 15.04
41.59% of teacher educators report that neither
their institutions grant leave to attend CPD activities
nor provide the spare time to study during working
hours. 35.39% reported that their institution detains
their salary in lieu of granting leave to attend CPD
programmes / activities. 43.36% of teacher educators
are of the view that their institutions are reluctant
in arranging CPD activities for them and have a
complaint about the unsupportive attitude of the
institutional library.

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Table 8: Time Management Challenges
Statement SA A Composite
(SA+A) % N %
You don’t have enough time to get engaged in CPD activities 9 35 44 38.94 16 14.16
There is often a conflict between your work schedule and CPD
activities 9 43 52 46.02 24 21.24
You cannot have spare time at home for CPD due to family
responsibilities 10 38 48 42.48 25 22.12
You are unable to practice CPD due to extra workload given
by institution 10 28 38 33.63 18 15.93
Table 8 shows that 33-46% teacher educators
suffer from time constraint to practice CPD,
46.02% complain that their work schedule and CPD
activities often conicts, 42.48% tell that family
responsibilities consume their spare time, and
33.63% of them complain about extra workload in
the institutions resulting nonpractice of CPD.
Table 9: Psychological Challenges
Statement SA A Composite
(SA+A) % N %
You are satisfied with your present position and do not need to get
engaged in CPD 10 29 39 34.51 17 15.04
You need not to learn more as you are already settled in your job 14 14 28 24.78 08 7.08
Professional development activities are useless because they do
not help in salary increment 09 19 28 24.78 20 17.69
You do not engage in CPD activities as they are not related to your
promotion 10 22 32 28.32 18 15.93
A specific time period should be allotted to CPD activities only
within working hours 16 42 58 51.33 19 16.81
You are teaching very well even without being engaged in CPD
activities 07 41 48 42.48 28 24.78
Your spare time is for your family and not for CPD 08 27 35 30.97 31 27.43
A look at Table 9 reveals that 24-34% of teacher
educators view CPD activities useless as these
activities do not help them in salary increment or
promotion and also of the view that they do not need
to engage in CPD as they are already settled and
satised with their present position. 42.48% of them
report that they are teaching well even without CPD.
For 30.97% of teacher educators, spending time with
their family is more important than their CPD. And
51.33% of them demand that CPD activities must
take place only during working hours.

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Table 10: Lack of Opportunities
Statement SA A Composite
(SA+A) % N %
Programmes organized by nearby institutions are not useful to
fulfill your CPD needs 12 26 38 33.63 28 24.78
CPD activities for teachers rarely takes place in nearby places 12 27 39 34.51 28 24.78
You face difficulties in getting selected as a participant in CPD
activities 12 27 39 34.51 28 24.78
Professional development activities are organized mainly for
teachers of government institution 09 30 39 34.51 20 17.69
Table 10 shows that 34.51% of teacher educators
report the unavailability of CPD opportunities in
nearby places and face difculties in getting selected
as participants and complain. They also complain
that these activities are organized mainly for teachers
of government institutions. At the same time, 33.63%
of teacher educators complain about the uselessness
of available CPD activities.
Table 11: Financial Challenges
Statement SA A Composite
(SA+A) % N %
There is no travelling allowance for you to attend professional
development activities 14 34 48 42.48 23 20.35
Participation in CPD is expensive for you 08 34 42 37.17 20 17.69
Your institution does not reimburse the registration fee of your
CPD participation 14 33 47 41.59 29 25.67
You find it difficult to engage in CPD activities due to
financial constraints 09 36 45 39.82 19 16.81
From Table 11, it is clear that 37-39% of teacher
educators nd participation in CPD activities
expensive and 42.48% of teacher educators report
that they are not provided any traveling allowances
to attend different CPD activities in other places.
While 41.59% complain that their institutions do
not reimburse the registration fee for attending CPD
programmes.
Table 12: Relationship between Teacher
Educators’ CPD Initiatives and Challenges
Name of Variables N r Level of
Significance
Teacher Educators’
Initiatives for CPD 113
.07 .05
Teacher Educators’
Challenges in CPD 113
Table value with df (111) at .05 = .195
Calculated value = .07 < .195
Table 12 shows no signicant correlation
between teacher educators’ CPD initiatives and
the challenges they face. The probable reason
for acceptance of this null hypothesis may be that
certain factors or challenges may partially affect the
professional development of teacher educators but
the major role is played by their willingness to take
their responsibility for their CPD.
Discussion and Conclusion
On the basis of the above presented analysis and
results, it can be concluded that teacher educators
need to increase their CPD initiatives. On an
encouraging note, 50-56% of teacher educators are
engaged in helping junior colleagues, discussing
with colleagues on educational issues, consulting
with experts, and purchasing teaching material.
Besides, 42-49% of teacher educators are engaged in
the preparation of instructional material, consulting
on-line learning material, use of social media for
academic discussions, and watching and listening

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to educational programmes. On the ip side, quite
a less number of teacher educators are involved in
other important CPD initiatives. A considerable
number of teacher educators hardly take initiation to
engage in such activities. These ndings support the
earlier observations by Bolitho and Padwad (2013)
that teachers’ initiatives regarding CPD are poor both
in quantity and quality in India. This situation may
be attributed to the restricted view of CPD which
prompt teacher educators to believe that their CPD
is the state responsibility and cannot do anything on
their own (Bolitho & Padwad, 2013).
At the institutional and infrastructural level,
many teacher educators were found facing several
challenges regarding availability and access to CPD
opportunities. Not getting paid leaves to practice CPD
is an issue for many teacher educators (35.39%). No
availability of relevant CPD opportunities in nearby
places is also a big challenge for many teacher
educators, as reported by other studies (Davi &
Bwisa, 2013; Opfer & Pedder, 2010). Time constraint
in terms of extra workload (33.63%) (supported
by studies of Van der Klink, et al., 2017; Davi &
Bwisa, 2013), and conict between work schedule
and CPD activities (46.02%) was found as other
major factors that hamper the CPD participation of
teacher educators. Further, a considerable number of
teacher educators were found to be facing nancial
constraints to practice CPD (also reported by Davi &
Bwisa, 2013). Above all, psychological challenges
emerged as the most striking challenge as many
teacher educators believe that CPD activities should
be practiced only during working hours (51.33%) as
their spare time is for their families (30.97%).
Some of the teacher educators reported that
CPD activities are useless for them because these
do not help to get salary increment or promotion,
and some of them do not engage in CPD as they are
satised with their present position and knowledge.
Adding to this, many teacher educators were found
neutral in their responses to the given statements in
‘Teachers’ CPD Challenges Scale’ which reects
that either they are not aware or they hardly about
their CPD. Findings further revealed no relationship
between teacher educators’ CPD initiatives and
the related challenges as CPD initiatives are much
likely to be affected by the responsibility and the
intrinsic motivation a teacher has for his professional
development (Van der Klink, et al., 2017). In all, it
can be said that the ndings of this study covers a
small sample and cannot be generalized but presents
a rst look at the issue of CPD of teacher educators.
More exhaustive data on this aspect will help present
a comprehensive and clear picture of what teacher
educators do for their professional development
and what factors negatively affect their professional
learning.
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Author details
Chanchal Tyagi, Senior Research Fellow, Department of Education, Chaudhary Charan Singh University, Meerut,
Uttar Pradesh, India, Email Id: chanchaltyagi06@gmail.com
Pradeep Kumar Misra, Professor, Department of Education, Chaudhary Charan Singh University, Meerut,
Uttar Pradesh, India, Email Id: pradeepmsr@yahoo.co.in