Characteristics of an Effective Continuing Professional Development (cpd) Programme for In-service Teachers

Abstract Book of the 10th International Conference on Teaching, Learning and Education

Year: 2025

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Characteristics of an Effective Continuing Professional Development (cpd) Programme for In-service Teachers

Jennifer Lorena Gómez Contreras

ABSTRACT:

The objective of this study is to identify the characteristics of an effective Continuous Professional Development Program (CPD) for in-service teachers. A systematic review was carried out in Scopus, selecting 69 articles. From the thematic analysis, several key features for the effectiveness of CPD programs emerged. Among the most relevant factors are the availability of sufficient time and alignment with teaching schedules, as well as the institution’s endorsement of its directives and clear communication of CPD benefits. Adequate funding, financial subsidies, and effective dissemination strategies are also crucial. An institutional culture oriented towards development and the personal interest of the teacher favors participation in these activities. The content of the CPD should be adapted to the current needs of the teacher, applied in the classroom, and promote pedagogical and technological knowledge. It should also include accreditation and access to new resources and tools. Opportunities for networking, collaboration, communities of practice, mentoring, and feedback are essential. The CPD should be structured over time, with follow-up and practical classroom activities. It should also incorporate reflection, scientific and systematic approaches, and generate an impact on teaching practice and student learning. This document is the result of the project INV-DIS-4138, financed by the Research Vice-Rectory of the Universidad Militar Nueva Granada—validity 2025.

Keywords: Cpd Design, Institutional Support, Systematic Review, Teacher Training, Teacher Needs