Teacher Professional Development in Higher Education: Perspective of Non-Native Chinese Language Teachers in Nigeria

Abstract

Through a qualitative design approach, this research explores the perceptions of Six Nigerian non-native Chinese language teachers (NNCLTs) regarding their Continuing Professional Development (CPD) activities, highlighting its accessibility, relevance, usefulness, and significance in enhancing teaching quality and professional growth. With Andragogy theory underpinning this study, various CPD activities of Nigerian NNCLTs were identified which includes workshops, seminars, and international exchanges. Findings reveal that while many Nigerian NNCLTs recognize the importance of CPD for their professional development, they face significant barriers such as financial constraints, inadequate logistical support, and a lack of tailored content that addresses their specific needs. Participants expressed mixed feelings about the usefulness of CPD programs, with some reporting positive impacts on their teaching practices, while others criticized the relevance and organization of the training. The study underscores the necessity for improved CPD frameworks that are responsive to the unique needs of NNCLTs, emphasizing the importance of consultation and collaboration in program design. Additionally, the research highlights the value of more international professional development opportunities, which were perceived as beneficial for networking and skill enhancement. Finally, the study offers recommendations for enhancing CPD initiatives, thereby contributing to the overall quality of Chinese language education in Nigeria.