The Importance of Teacher-Led CPD

Martin Hajek, Envigado, Colombia

Many teachers working in Latin America will agree with the statement that working conditions in their country are not favorable for teacher development. Low salaries and the rising cost of living, particularly in popular tourist destinations, make working in education rather difficult. My own experience is limited to Colombia, but going by my conversations with TESOL professionals based in other countries, it appears that teachers face similar challenges in the whole region.

It has to be said that there are some reputable institutions in Latin America that treat teachers well and care about their development. However, they are usually limited to a handful of organizations based in big cities. Most teachers at private language academies need to work long hours just to make ends meet, which makes them less likely to pursue advanced qualifications. Viáfara and Largo (2018) mention that teachers who plan to obtain a master’s degree in Colombia have to deal with constraints such as institutional guidelines, lack of resources, and poor job conditions.

Even though language academies usually provide some kind of professional development, it is often inadequate. Teachers may be asked to attend obligatory workshops that usually have no follow-up. The main issue with this approach is that “it is assumed that simply attending a workshop is enough to bring about lasting changes in teaching practice” (Ellman, 2020). In addition, teachers attending those meetings may be exposed to the unhelpful ideas of learning styles, multiple intelligences, and other ELT myths that still persist in Latin America.

Local teachers also have to contend with native speakerism. Many institutions, students, parents, and recruiters explicitly state their preference for teachers born in a select few English-speaking countries. This may even be supported by governments, which can be demonstrated by Colombia’s decision to fund programs based on inviting foreign teachers, often without appropriate qualifications, to work on short-term projects. This policy has been criticized as a waste of resources that could have been used to train local teachers instead (Le Gal, 2019).

Being a teacher in Latin America often means facing unsatisfactory working conditions and little or no support from the employer in terms of CPD, which affects both foreign and local teachers. This situation is unlikely to change anytime soon, and that leaves those who wish to develop professionally with only one option: doing so by themselves.

Fortunately, this is the best time to take responsibility for one’s own professional development. Never before have there been so many opportunities to learn new skills remotely. The COVID-19 pandemic showed us that remote learning is a viable alternative to in-person courses, and thanks to this attitude change there are now many ways for teachers to develop from the comfort of their home. Professionals based in developing regions such as Latin America have access to a plethora of CPD options they can take advantage of, and the rest of this text provides an overview of the most important ones.

Teaching qualifications
Before 2020, teachers interested in obtaining a CELTA or CertTESOL had to do so in a physical location, which used to be a huge obstacle. Such courses can now be taken fully online by anyone with an internet connection. Those interested in advanced qualifications like DELTA and DipTESOL can do their teaching practice online as well. Eliminating the need to travel to and stay in another city or country significantly reduces the cost of these already expensive qualifications. In addition, the part-time options allow teachers to continue working reduced hours while taking the course. Having an internationally recognized certificate improves the holder’s career prospects and their chances of finding a better paid job.

ELT literature
Reading is an essential element of professional development, but many teachers in Latin America don’t have access to relevant literature. Their institution may have just a handful of titles in the library, and buying physical books shipped from another continent doesn’t represent good value for money. The increasing popularity of ebooks provides an affordable option to read useful teacher education titles; some of them, such as Cambridge Elements, can even be downloaded for free for a limited period of time. There is also a wealth of knowledge available in journals (including open-access ones) and magazines, which allows teachers to find out about the latest developments in the profession.

Social media and blogs
One of the biggest benefits of social media in the TESOL context is that professionals who aren’t from the inner circle of English-speaking countries are given the opportunity to participate in conversations with other teachers. Those who feel isolated in their working environment can join an international community of educators and share their views. Setting up a blog is another popular way of developing professionally; one of its benefits is that it can lead to new job opportunities. It is positive to see that many Brazilian educators are active bloggers and social media users.

Podcasts and videos
Another effect of the pandemic is the increase in education-related audio and video content. Most of it is available for free, which provides teachers with a convenient way to obtain recommendations for their own teaching practice and career development. Those who have to commute to their workplace may use that time to listen to TESOL Pop or any other ELT podcast. YouTube videos are a popular source of information as well: channels such as Jo Gakonga – ELT Training, Sponge ELT, and Learn YOUR English provide developing teachers with new ideas that the institutions they work for may not be aware of.

Webinars and conferences
Attending TESOL events is now much more accessible than it used to be in the past. Teachers can easily attend paid or free webinars in order to gain new knowledge. For example, the TEFL Development Hub has been running regular Facebook webinars on a variety of ELT areas since March 2021. Not only does this format give the attendees a chance to ask questions during the live stream, but the recordings are freely available to the members of the Facebook group so that those who were unable to attend the event can watch it later.

Online conferences save time and money for teachers who work in locations where in-person events aren’t common. Teachers working in Latin America can choose from conferences organized by local TESOL organizations and those located in another part of the world. It is now much easier to give a talk at a conference since many of them accept international presenters, and this is another way to develop professionally. Apart from the obvious benefits for their CV, presenting at a conference allows teachers to network with other ELT professionals.

The most significant impact of online events lies in their potential to reach teachers based in remote areas. Conferences or webinars organized by Latin American institutions can focus on relevant issues that local educators have to deal with in their context, such as teaching mixed-level classes. Accessible online events can play a key role in improving the level of teacher education in developing regions.

Entrepreneurship
The growing interest in online learning means that teachers are less dependent on their institution when it comes to finding students. Setting up an online business is a realistic goal, especially if the individuals have a niche that makes them stand out.

For instance, Latin America is known for high levels of desire to migrate (Pugliese & Ray, 2023). When taking into account the millions of migrants already living in the USA and Canada, there are a lot of potential students who are willing to pay a higher hourly rate for personalized online classes compared to the amount that teachers usually receive from local language schools. Teaching students living in the Americas also removes the inconvenience of unsocial working hours, which used to be synonymous with teaching through online platforms in the past, when most of the students were based in Asia.

Those who succeed as entrepreneurs can significantly increase their income. It is also beneficial for their own development, since looking for private students usually means moving beyond teaching General English courses. Leaving the constraints of a coursebook-driven syllabus involves creating lessons tailored to the learners' needs, which promotes creativity and genuine interaction. Teaching private students can help teachers gain valuable skills in lesson planning and materials writing. In addition, experienced TESOL professionals can offer teacher training courses and other services delivered fully online.

Summary
The traditional approach to language teacher education is associated with activities organized by the institution the teacher is working for. Due to a variety of reasons, teachers based in Latin America frequently don’t receive sufficient training. However, the number of online-based professional development options for TESOL professionals has significantly increased in the past four years, which allows teachers to make career progress without the need to travel or move elsewhere.

Teacher-led development empowers local professionals to learn new skills independently instead of relying on their employer. It provides them with opportunities to earn more money and reach senior positions on the career ladder. What is essentially an individualist approach may actually have positive effects on the TESOL community in the whole region. Professionals who proactively pursue professional development are likely to get involved in teacher education and decision-making processes, which can then lead to a much-needed improvement in working conditions for the new generation of teachers working in Latin America.

References

Ellman, M. (2020, January 22). CPD is dead and here is why. Cambridge. https://www.cambridge.org/elt/blog/2020/01/22/matt-ellman-cpd-is-dead-and-here-is-why/

Le Gal, D. (2019). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras (MALE), 12, 156–190. https://doi.org/10.2139/ssrn.3420094

Pugliese, A., & Ray, J. (2023, January 24). Nearly 900 Million Worldwide Wanted to Migrate in 2021. Gallup. https://news.gallup.com/poll/468218/nearly-900-million-worldwide-wanted-migrate-2021.aspx

Viáfara, J. J., & Largo, J. D. (2018). Colombian English teachers’ professional development: The case of master programs. Profile: Issues in Teachers’ Professional Development, 20(1), 103–119. https://doi.org/10.15446/profile.v20n1.63323

Martin Hajek is a freelance ELT professional based in Colombia. He focuses on language assessment, phonology, and teaching listening skills. Martin recently published More Than a Gap Year Adventure, a collaborative book providing career development advice to English teachers.