EXPLORING CHINESE EFL UNIVERSITY TEACHERS’ BELIEFS ABOUT CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

Abstract

The study investigates Chinese EFL university teachers' beliefs about Continuous Professional Development (CPD) in China with a quantitative research method. 678 questionnaires were acquired from seven major parts of China. Descriptive analysis and comparative analysis were employed to examine the demographic factors for teachers’ belief about CPD in three aspects: updating activities (UA), reflective activities (RA) and collaborative activities (CA). Findings indicate that teachers' beliefs of reflective activities about CPD were relatively stronger than collaborative activities and updating activities. There are gender differences in reflective activities; female teachers’ beliefs about CPD in the reflective activities were relatively stronger than those of male teachers. For age differences, the data showed that the reflective activities increase almost the same as the age growth, but the age group (41-45) and (46-50) as an exceptional. For regional differences play a significant role in determining teachers’ beliefs in all three activities, future research is needed to identify the underlying mechanisms driving these regional differences. University rankings differences in updating activities showed its significance. The implications of these findings are crucial for teacher educators, and training planners to promote stronger beliefs with a much clearer plan for the reasonable arrangement and design of three activities among teachers.