How Language Teachers View Professional Development
Dr Abdul Khader's investigation into Continued Professional Development at the Defence School of Languages began with a simple observation: despite training military linguists for critical operations worldwide, teachers weren't formally tracking their own professional growth. His action research reveals surprising gaps in how specialized educators approach their development—and offers practical solutions.
Working at DSL Chicksands, where civilian instructors prepare Ministry of Defence personnel as linguists and interpreters for conflict zones, Dr Khader noticed something troubling. From 2007 to 2009, nobody discussed CPD requirements with teaching staff. Native speakers of Arabic, Farsi, and Pashto were delivering NATO-standard language training without formal professional development frameworks.
This realization prompted a comprehensive study examining teacher perspectives across all three language wings. Through detailed interviews with colleagues from diverse cultural backgrounds, Dr Khader uncovered striking patterns in how military language educators view their professional responsibilities.
His findings paint a complex picture of informal learning happening without recognition or structure. Iranian department teachers claimed the highest informal CPD hours, while Afghan and Arab instructors reported minimal reflective practice engagement. The research reveals a gradual awakening among staff—from complete CPD unawareness in 2008-2009 to growing recognition by 2012 that continuous learning directly impacts teaching effectiveness.
The study's methodology combines established action research principles with the unique challenges of military educational environments. Using Carr and Kemmis's cyclical approach, Dr Khader moved from identifying problems through systematic reflection to implementing change strategies. His interviews explored fundamental questions: How long have teachers been working? What formal qualifications do they hold? What CPD activities are they currently pursuing?
Results demonstrate that while teachers engage in substantial informal professional development—attending workshops, collaborating with colleagues, and developing new teaching approaches—they lack systematic recording methods. This gap prevents both individual growth tracking and institutional improvement planning.
The research's practical impact extends beyond data collection. Dr Khader's investigation prompted departmental policy discussions, leading to commitments for formal CPD tracking and regular training workshops. His work demonstrates how individual practitioner inquiry can catalyze institutional change, transforming isolated teaching practice into collaborative professional learning communities.
Most significantly, the study bridges military training requirements with educational best practice. As these teachers prepare linguists for high-stakes international assignments, their own professional development directly impacts national security outcomes.
The complete research offers detailed insights into transforming military language education through systematic CPD implementation, providing a roadmap for similar specialized training institutions.