African Journal of Education and Practice

ISSN 2519-0296 (Online)

Vol.9, Issue 4, No.3, pp 26 - 38, 2023
www.iprjb.org

Teacher Professional Development in the 21st Century

Hanan Mohammed Ali AbdulRab

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African Journal of Education and Practice
ISSN 2519-0296 (Online)
Vol.9, Issue 4, No.4, pp 39 - 50, 2023
www.iprjb.org
Teacher Professional Development in the 21st Abstract
Century Purpose: Professional development of teachers is a
lifelong process which begins with the initial
Hanan Mohammed Ali AbdulRab preparation that teachers receive and continues until
Post Graduate Student: Department of English retirement. The importance of teacher professional
Language, Selcuk University development stems from the fact that teachers are
the most important change agents in the educational
system. This paper investigates teacher professional
Article History development in the 21st Century in terms of the three
theories: constructivism theory, adult learning
Received 22nd November 2023
theory and transformational leadership theory.
Received in Revised Form 1st November 2023
Methodology: This theoretical paper draws from
Accepted 11th December 2023 the three theories: constructivism theory, adult
learning theory and transformational leadership
theory to outline approaches for teacher professional
growth in the 21st century. Based on a review of
literature, there are new models and chances to
develop teacher professional development for 21st
Century education.
AbdulRab, H. (2023). Teacher Professional
Development in the 21st Century. African Journal of Findings: Continuing professional development of
Education and Practice, 9(4), 39–51. teachers helps them to become better teachers by
https://doi.org/10.47604/ajep.2237 acquiring new skills and improving their
competencies.
Unique Contribution to Theory, Practice and
Policy: This study highlighted effective methods of
teacher professional development for 21st century
education and emphasized the positive impact of
such methods and approaches on the growth and
development of teachers in an era characterized by
rapid technological advancements and changing
educational paradigms. All these approaches and
methods are supported by the three theories:
constructivism theory, adult learning theory and
transformational leadership theory.
Keywords: Teacher Professional Development,
21st Century Skills, Constructivism Theory, Adult
Learning Theory, Transformational Leadership
Theory

©2023 by the Authors. This Article is an open access

article distributed under the terms and conditions of
the Creative Commons Attribution (CC BY) license
(http://creativecommons.org/licenses/by/4.0/)

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African Journal of Education and Practice
ISSN 2519-0296 (Online)
Vol.9, Issue 4, No.4, pp 39 - 50, 2023
www.iprjb.org
INTRODUCTION
These are changing times in education systems around the world. The need for schools to
produce workers with 21st Century skills is a challenge that is confronting teachers. Therefore,
the professional development of teachers, namely education and training to enhance teachers’
knowledge and skills, has thus become a top priority. In order to effectively foster students’
development of 21st Century skills, teachers themselves must have at least a good command
of these skills and be well prepared in their own capacity to impart such skills onto students.
Therefore, it appears to be crucial that teacher professional development programs equip
teachers with the necessary skills to achieve the expectations of 21st Century education.
The paper starts by introducing the theoretical foundation that underpins this study. Thereafter,
background information of teacher professional development is presented, its definition and
importance. The study then presents 21st Century skills. The following part discusses 21st
Century skills teachers need to adopt. The last section is about teacher professional
development in the 21st Century.
LITERATURE REVIEW
Theoretical Background
Teachers’ professional development programs are based on different theories of how students
learn and different theories of how teachers learn. In our study, the three theories:
constructivism theory, adult learning theory and transformational leadership theory will be
addressed. Their focus lies on promoting active learning, employing adult-centered
methodologies, and recognizing the significance of leadership in designing impactful
professional development programs for educators in a time marked by swift technology
progress and evolving educational models.
Social constructivism has been regarded as one of the leading learning theories since the 1980s
s (Mayer 1996; cited in Chu et al., 2017, p.5). The core principle of social constructivism is
that students learn best when they are able to identify problems of understanding, set and refine
goals based on progress, gather information, theorize, design experiments, answer questions
and improve theories, build models, monitor and evaluate progress (Scardamalia and Bereiter
2003, p. 1371; cited in Chu et al., 2017, p.6). In the context of teacher professional development
in the 21st century, this theory suggests that effective professional development programs
should be learner-centered, allowing teachers to engage in active learning, collaborative
problem-solving, and reflective practices. Constructivism supports the idea that teachers learn
best when they are actively involved in constructing their own understanding and applying it
to their teaching practices.
Adult Learning Theory, also known as andragogy, developed by Malcolm Knowles, focuses
on the unique characteristics and needs of adult learners. This theory emphasizes the
importance of self-directed learning, relevance to real-life experiences, and problem-solving in
adult learning. Professional development for teachers is a kind of adult education that places
an emphasis on meeting teachers' needs in light of their different learning and teaching
environments (King & Lawler, 2003). Within the context of their teaching community, the
individual teacher has access to the wealth of information, resources, and knowledge of other
teachers. Participating in activities and discourses related to teaching, collaborating on new
ways to improve practice, and receiving feedback from more senior professionals are all
opportunities to learn about teaching. (Gregson & Sturko, 2007, pp. 2-3). This, in turn, can
positively impact classroom practices and student outcomes.
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Transformational leadership theory, developed by James MacGregor Burns, highlights the role
of leaders in inspiring and motivating their followers to achieve higher levels of performance.
Litz (2021) states that, “transformational leadership can be well suited to education as it
empowers individuals and provides them with hope, optimism, and energy as it defines a vision
of productivity as they accomplish goals” (p. background). In the context of teacher
professional development, this theory suggests that effective leadership can positively impact
the growth and development of teachers. Leaders who exhibit transformational qualities, such
as vision, inspiration, and support, can create a culture of continuous learning and improvement
among teachers which contributes significantly to the enhancement of teaching quality and,
consequently, student achievement.
Previous Studies
Teacher professional development is a very important factor for improving teachers’ beliefs
and practices, students' achievement and educational reforms. Many studies have investigated
different aspects of teacher professional development. According to DeMonte (2013), teacher
professional development can improve teacher subject knowledge and skills and strengthen
practice in classrooms. Teachers are the most effective factor in the educational system. The
more professional knowledge teachers have, the higher the levels of students' achievement.
Teacher professional development is one of the significant methods for addressing instruction
and student outcomes (Borko &Putnam, 1995; Yoon, et al., 2007). According to Villegas-
Reimers (2003), when the goal is to increase students’ learning and to improve their
performance, the professional development of teachers should be considered a key factor, and
this at the same time must feature as an element in a larger reform.
Teacher professional development can be thought of as a process designed to enhance the
quality of teaching. According to Soe (2018), the teachers who completed teacher professional
development can implement more effectively than those who didn’t complete the teacher
professional development such as teacher training, teacher induction program and mentoring
program.
In addition, ongoing professional development for teachers is required to keep them in touch
with the rapid educational changes and demands. According to Chu et al. (2017), teachers'
professional development helps them meet new expectations to facilitate the development of
21st century skills in student-centered learning. The researchers present a number of strategies
that help teachers acquire 21st century skills. Yue (2019) concludes that effective teacher
professional development methods can address teacher learning and practice. These methods
include: need assessment of TPD, peer-mentoring, building collaboration, create positive
school culture, develop 21st century skills, instructional strategies for active learning,
embedding core values, continual professional development, research-based projects and
integrated ICT teaching.
Finally, Koh et al. (2015) address the issue of teacher professional development through a
model based on the ability of teachers to design lessons that generate students' 21st century
skills. The researchers provide some initial evidence that professional learning can be achieved
through design-driven development processes. This study attempts to investigate teacher
professional development in terms of the three theories: Constructivism theory, Adult Learning
theory and Transformational leadership theory.

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Teacher Professional Development: Definition and Significance
"Teacher development is the professional growth a teacher achieves as a result of gaining
increased experience and examining his or her teaching systematically" (Glatthorn, 1995, p.
41). Haßler (2014) highlights "teacher education" or "teacher professional development" is
better than "teacher training". Teacher learns how to learn, how to put theory into practice to
advance student development (cited in Villegas-Reimers, 2003, p.11). According to Ganser
(2000), Professional development includes formal experiences (such as attending workshops
and professional meetings, mentoring, etc.) and informal experiences (such as reading
professional publications, watching television documentaries related to an academic discipline,
etc.) (cited in Villegas-Reimers, 2003, p.11). This conception of professional development is,
therefore, broader than career development, which is defined as "the growth that occurs as the
teacher moves through the professional career cycle" (Glatthorn, 1995, p. 41), and broader than
staff development, which is "the provision of organized in-service programs designed to foster
the growth of groups of teachers" (Glatthorn, 1995, p. 41).
For a long period of time, the only form of ''professional development'' available to teachers
was ''staff development'' or ''in-service training'', usually consisting of workshops or short-term
courses that would offer teachers new information on a particular aspect of their work. Only in
the past few years has the professional development of teachers been considered a ''long-term
process that includes regular opportunities and experiences planned systematically to promote
growth and development in the profession.'' (Villegas-Reimers, 2003, p.12). Based on the fact
that teachers learn over time, it is perceived as a long-term process; resulting in an effective
series of related experiences enabling teachers to relate prior knowledge to new experiences
(Cohen, 1990; Ganser, 2000; Lieberman, 1994; Dudzinski et al., 2000; cited in Villegas-
Reimers, 2003, p.13).
Professional development should be viewed in terms of a framework of social, economic and
political trends and events (Woods, 1994; cited in Villegas-Reimers, 2003, p.15). "The
uniqueness of the individual setting will always be a critical factor in education. What works
in one situation may not work in another… Because of the enormous variability in educational
contexts, there will never be ‘one right answer’. Instead, there will be a collection of answers,
each specific to a context (Guskey, 1995a, p. 117).
In order to allow professional development to play an effective part in educational reform,
policies must be supportive of the changes that teachers are asked to make (Darling-Hammond
and McLaughlin, 1995; cited in Villegas-Reimers, 2003, p.27). In Villegas-Reimers' (2003)
words:
These policies must address, for example, the need to create new structures and
institutional arrangements that support the role of teachers as lifelong learners; they
must also help to create new structures and opportunities, both outside of schools (for
example, teachers’ networks, inter-professional partnerships, etc.) and within schools;
they must also support new systems of evaluation, accountability and promotion (p.27).
According to Little (1992), teacher professional development requires growth in knowledge,
skills, judgment (classroom-related), and the contribution teachers make to a professional
community (cited in Villegas-Reimers, 2003, p.68)., On the other hand, the programs which
promote professional development should focus on the following (adapted from Leithwood,
1992; cited in Villegas-Reimers, 2003, p.68):

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 Developing survival skills.
 Becoming competent in the basic skills of teaching.
 Expanding one’s instructional flexibility.
 Acquiring instructional expertise.
 Contributing to the professional growth of colleagues; and
 Exercising leadership and participating in decision-making.
21st Century Skills and Teacher Professional Development
21st Century Skills
As a consequence to globalization and modernization, the world is rapidly changing, toward
becoming more knowledge-based, geographically mobile, and collaborative in nature
(Dunning, 2000; cited in Chu et al., 2017, p.8). This change imposes challenges to individuals
and communities. According to Levy and Murnane (2012), the labor force is now hiring people
for jobs that require more analytical thinking, digital skills, and sophisticated communication
skills (cited in Chu et al., 2017, p.8). So, students' need for new learning skills in the 21st
century is an undeniable challenge to them and therefore to teachers as well. 21st century skills
are internationally categorized into four broad categories (adapted from the Assessment and
Teaching of 21st century Skills project; cited in Schleicher, 2012, p. 34):
1. Ways of thinking: Creativity, critical thinking, problem-solving, decision-making and
learning
2. Ways of working: Communication and collaboration
3. Tools for working: Information and communications technology (ICT) and information
literacy
4. Skills for living in the world: Citizenship, life and career, and personal and social
responsibility.
In the 21st century, success is represented in the ability to communicate, share and use
information to solve complicated problems, the ability to adapt and innovate in response to
new requirements and changing circumstances, the ability to mobilize and expand the power
of technology to create new knowledge, and in the expansion of human capacity and
productivity (Schleicher, 2012).
Because of the changes in the demand for skills in the 21st century, teachers themselves need
to acquire new competencies in order to effectively teach 21st century skills to their students,
which will be our discussion in the following section.
Teachers’ Adoption of 21st Century Skills
The development of competencies known as 21st century skills is receiving increasing attention
as a means of improving teacher instructional quality which, in turn, leads to effective 21st
century learners. Trilling and Fadel (2009) argue that it is necessary to prepare students with
life-long learning skills both in work and lives. The following discussion will be limited to 21st
century skills that many teachers are particularly lacking: information technology literacy,
information literacy, media literacy as well as digital collaboration skills.
Information Technology Literacy
Information technology (IT) literacy is the most fundamental among the set of digital literacies.
IT literacy is the first skill teachers must acquire in order to master all the three skills under the
umbrella of digital literacy. This is because the search for and organization of information is

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largely supported by technology nowadays, as well as the creation and utilization of media
(Barone, 2012; Safar & AlKhezzi, 2013; cited in Chu et al., 2017, p.111). There is an increasing
trend for technology integration in the classroom, requiring teachers to incorporate technology
into their pedagogy (Kopcha, 2012; Wilson & Christie, 2010; cited in Chu et al., 2017, p.111).
According to Christensen and Knezek (2008), teachers progress through various stages of
technology adoption, beginning with being alert to the possibilities of technology
implementation for both personal purposes and letting students acquire IT literacy in their
everyday learning. This awareness eventually brings about routine utilization of technology.
Furthermore, with appropriate training and support, they advance to more creative usage of
technology for teaching and learning (cited in Chu et al., 2017, p.111).
Teachers’ beliefs in IT and confidence in their own IT skills are two major attitudinal obstacles
towards effective technology integration in their teaching (Bhalla, 2012; Kopcha, 2012; cited
in Chu et al., 2017, p.112). Chu et al. (2017) stated that, "If teachers feel uncomfortable with
the use of technological tools or are apprehensive that they may not be qualified to teach using
IT, they are less likely to incorporate technology into their teaching, resulting in less interaction
between students and technology" (p.112).
Information Literacy (IL)
Information literacy is the ability to "access information efficiently and effectively, evaluate
information critically and competently and use information accurately and creatively." (Trilling
& Fadel, 2009, p.65). Probert (2009) stated that some teachers may have received training on
information processing models – models that divide the process of seeking information into
manageable stages, starting from identifying questions to locating information sources, as well
as the stages of information evaluation and management (cited in Chu et al., p.113).
Nevertheless, they show little awareness of the need for and benefits of engaging students in
the process of information search. These teachers view it as their responsibility to research into
and prepare materials for their students when learning a new topic, thereby reducing students’
opportunities to practice information access and use. This is problematic as it is the teacher’s
level of consciousness or awareness of IL skills rather than their own IL level that ultimately
determines students’ IL competency (Merchant & Hepworth, 2002; cited in Chu et al., p.113).
Media Literacy (ML)
"Media literacy refers to the medium of delivering messages (print graphics, animation, audio,
video, web sites and so on)." (Trilling & Fadel, 2009, p.68). According to Hobbs (2010), ML
includes one’s skillful use of media tools and sharing of appropriate and relevant information
with others (cited in Chu et al., p.114). Trilling and Fadel (2009) argue that students' media
literacy is not only their ability to apply the media resources for learning but also to use media
creation tools to create effective communication products such as video, audio prodcasts and
websites (p.67). Teachers’ ML proficiency highly influences students’ media usage, and hence
their ML.
According to Keengwe and Kang (2013), the purpose of using media in the classroom is often
limited to one-way information presentation from the teacher to students (cited in Chu et al.,
2017, p.114). Chu et al. (2017) pointed out that such a use of media leads to "a perceived lack
of interaction between students and technology, in which students remain in the receiving end
of the media, owing to the predominant use of technology such as PowerPoint and video clips
in teachers’ presentations." (p.114). The researchers attributed students’ passive role in media

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utilization in class to the teachers’ unfamiliarity with the software chosen for students to create
PowerPoint presentations, and their lack of skills to facilitate students’ use of the media (p.114).
Collaboration Skills
According to Cortez et al. (2009), in order to develop and sharpen one’s skills of collaborating
with peers and becoming a team player, one very effective way is to learn through experience
– to collaborate with fellow classmates in activities that encourage social interaction (cited in
Chu et al., 2017, p.114). Collaborative learning replaces the teacher's traditional role of the
teacher by that of a facilitator (Chu et al., 2012). With this change in the teacher’s role from a
knowledge deliverer to a mediator of students’ knowledge development, new tools and
pedagogies are needed to appropriately support students’ acquisition of collaboration and
communication skills. In order for collaboration not to become a waste of time and thus lead
to failure to complete the task, teachers need to take the necessary measures to ensure adequate
and effective communication between students on the chosen collaborative platform. (Rummel
& Spada, 2005; cited in Chu et al., 2017, p.115).
In the view of Law et al. (2008), to integrate 21st century skills into the current teaching
content, teachers have to be open to ongoing professional development. It does not suffice for
teachers to only focus on routine practice of instruction in their respective classrooms and
disregard other teachers. In addition to keeping track of their own professional learning, it is
beneficial that teachers share their knowledge with colleagues in a community of practice,
engage in reflections of their own teaching, are ready to take risks and foster trust within the
community of practice (cited in Chu et al., 2017, p.115). Scholars have proposed that such a
relationship among teachers can be built with the assistance of technology and collaboration
with other educators.
Teacher Professional Development in the 21st Century
After introducing 21stcentury skills that many teachers are particularly lacking and therefore
need to adopt, we come to the section that discusses the strategies or methods through which
teachers can develop such skills. Yue (2019) stated that, "Teacher professional development
integrates 21st century skills into teaching. For instance, integrates cross-cultural
understanding skills into literature class, practices critical thinking and problem solving skills
in management class. Strategies of teacher professional development should be cohesive and
coherent with 21st century skills." (pp.252-254). The following methods can strengthen teacher
professional development for 21st century education.
Peer-mentoring
According to Yue (2019), mentoring invests the best practice and brings appropriate tools in
teacher professional development. There is a need to introduce experienced teachers who use
effective methods to educate teachers and develop their 21st century skills into professional
development. Peer-mentors can act as advisors and consultants to help teachers with prior
experience and nurture teachers with self-management, communication and leadership skills.
Peer-mentors know the teachers well that can design beneficial training to guide them how to
teach 21st century skills and how to stimulate student learning (p. 253).
Building Collaboration
Collaboration can take different forms, such as: teacher networks, team-based, learning
community and peer coaching. Depending on job-embed professional development, in their
groups teachers can discuss together, exchange different opinions, learn from each other to

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achieve the same goal. Moreover, teachers develop themselves by collaborating with other
colleagues replace of work alone while cross-discipline groups with same goals on student
performance and achievement of 21st century skills (Yue, 2019, p. 254).
Collaborative Inquiry
The ultimate aim of teacher professional development is to improve teaching practice. In this
regard, inquiry learning is often recognized as a way of encouraging shifts in teaching practice
in terms of self-improvement and classroom behavior (Bray, 2002; cited in Chu et al., 2017,
p.117). According to Chu et al. (2017):
Inquiry based professional development is no different from inquiry based projects
undertaken by students: teachers are required to draw on resources from the literature
and experience of their own or their colleagues to guide inquiry in a sustained and
reflective manner, and such inquiries are carried out over a period of time (pp. 117-
118).
In the view of Deni and Malakolunthu (2013), one benefit of teachers’ collaborative inquiry
efforts is their increased attempts to problem-solve (cited in Chu et al., 2017, p.118). Through
teachers’ concerted effort, they engage in conversations that examine the causes and impact of
instructional problems. Teachers’ patterns of thinking are progressively oriented towards
problem solving, with discussions and diagnostic viewpoints supported by examples and
evidence, which lead to new angles and possibilities to solve problems (Chu et al., 2017, p.118).
Teacher Communities
Peer support in the form of the teacher communities is another way to engage teachers in the
professional development of 21st century skills. In teacher communities, teachers with
common goals in areas such as teaching and problem solving can exchange ideas on classroom
practice and student learning, develop and share teaching materials, observe one another teach
when possible, and offer advice that helps members of the community learn new ways of
teaching (Lomos et al., 2011; Little, 2012; cited in Chu et al., 2017, p.120). According to Levine
(2010), most professional communities focus on the concept that collaboration among teachers
promotes teacher learning, which in turn improves their teaching and student learning (cited in
Chu et al., 2017, p.120). Little (2012) pointed out that the success of teacher communities
however depends heavily on teachers’ willingness to openly share and discuss their teaching
dilemmas and uncertainties with one another (cited in Chu et al., 2017, p.120), which in general
strengthens teachers’ ability to collaborate, in addition to gaining insights via discussions.
Integrated ICT Teaching
According to Yue (2019), "Information communication technology can be applied in teacher
professional development. Online forum produces a platform for teachers communicate with
each other to share training experience of 21st century skills together and learn from peers.
Peer-mentors can use video in training teachers." (p.255).
Formal Training Courses
According to Chu et al. (2017), "Formally structured courses are organized, often by higher
education institutes, to serve the purpose of enhancing teachers’ capacity to adapt to changes
required in 21st century teaching."(pp. 119-120). The researchers pointed out, "These courses
guide teachers step-by-step through the process of implementing the pedagogy, providing them
with the necessary knowledge and skills, as well as chances to share them with colleagues at

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work." (p. 120). These courses may cope with different aspects of 21st century skills, and are
held over a period of time to allow teachers the time needed to absorb what they have learned.
Conclusion
The focus of this paper was on how Continuing Professional Development can enhance the
quality of teaching by equipping teachers with new skills and improving their competencies.
According to student needs, teacher professional development is changing so rapidly and so
frequently. All standards describe what a 21st century student should be capable of doing, from
which teachers can develop teaching strategies that facilitate the learning process. The 21st
century skills contain critical thinking and problem solving, communication and collaboration,
cross-cultural understanding, creativity and innovation, information literacy, media literacy,
technology literacy and ICT literacy. There are great demands placed on teachers in the twenty-
first century; they must enable their students to meet the rapidly changing demands of the 21st
century job market. Thus, the type of teacher education requires teachers to be high-level
knowledge workers who are constantly developing their professional knowledge. Today,
teacher professional development programs are designed to equip teachers with these skills.
This study highlighted effective approaches and methods that can strengthen teacher
professional development for 21st century education.

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