The Theory Practice Nexus in continuous professional Development Programs in Ethiopia: Preparing EFL Teachers for work

Abstract

This study explores the theory-practice nexus in Continuous Professional Development (CPD) programs for English as a Foreign Language (EFL) teacher in Ethiopia, focusing on the alignment between the National Professional Standards for Teachers and CPD implementation. It addresses three key questions: (1) What are the National Professional Standards for Teachers in Ethiopia? (2) To what extent do CPD programs adhere to these standards? (3) What factors influence the alignment or misalignment between policy and practice? Using a mixed-methods approach, the study collected quantitative data through surveys and qualitative insights via interviews and focus group discussions with teachers and educational leaders. Findings indicate a significant gap between the intended goals of CPD and classroom realities. Many teachers view CPD as a bureaucratic formality rather than a meaningful professional growth opportunity. Contributing factors include limited practical application, weak institutional support, and minimal opportunities for reflection and collaboration. Although the standards emphasize community engagement and collegial collaboration, these components are often inadequately implemented, diminishing the impact of CPD initiatives. The study emphasizes the need for CPD programs to be responsive to teachers' contexts, prioritizing practical, classroom-oriented strategies. Recommendations include strengthening institutional support, creating structured opportunities for reflective practice, and ensuring contextual relevance of CPD activities. Addressing these issues can enhance CPD effectiveness and contribute to improved educational outcomes for students in Ethiopia.