The Continuous Professional Development For EFL Teachers Of Higher Education

In global outbreak period of Quarantine (covid-19), Continuous Professional Development (CPD) for EFL teachers of higher education is more highlighted in this article. In terms of CPD activities, the teachers always need higher cognition about the importance of self-initiated professional development. They should acknowledge that the self-driven activities and tasks of professionalism act the significant roles in bringing about real change on teachers’ pedagogical effectiveness and efficiency.


INTRODUCTION
In today's nationwide quarantine in connection with a global outbreak of Corona virus, it has become as an actual topic to promote CPD for EFL teachers of higher education. There are many innovative ways of CPD which include workshops, webinars, free online courses and any similar CPD activities that can contribute significantly to the development of EFL teachers around the world, at both pre-service and in-service levels, and countless ELT professionals who have experienced fulfilling CPD that is The American Journal of Social Science and Education Innovations (ISSN -2689-100x) CPD with these features is more likely to conceive of the teacher as a knowledge generator. In other words, we should understand that CPD not only a strategy through which teachers acquire knowledge from external sources but also, teachers can engage in (collective) professional atmosphere in doing action research, peer observation, and teacher support groups, peer-coaching, study groups, mentoring, teaching portfolios, in-service training, team teaching, presenting the findings of a study done on professional development and effective professional development strategies used by EFL teachers of higher education.

Peer-Coaching
Peer coaching is a process of two teachers who provide each other with feedback and advice about their teaching. In peer coaching, each teacher acts as both the coach and the coachee. According to Thorn et al. (2007), peer coaching has benefits as follows:  Reduce isolation among leaders  Establish collaborative norms  Build a shared knowledge base  Share successful practices  Encourage reflective practice  More cohesive organizational culture In short, peer couching provides supportive and developmental context for the teachers and it is very beneficial for especially language teachers who need to learn and use new language items and cultural practices.

Doing Action Research
According to Ferrance, doing Action Research (AR) is a process in which teachers examine their own educational practice systematically and carefully, using the techniques of research (Ferrance, 2000

Mentoring
Butcher defines Mentoring as a form of personal and professional partnership which generally involves a more experienced practitioner supporting a less experienced one who is usually new to the job, organization or profession (Butcher,2002

RESULTS AND DISCUSSIONS
There are great ideas and recommendations for upgrading CPD for EFL teachers of higher education.
-Publish reviews, articles in the magazines, teaching tips, lesson plans in the newsletter of a local teaching organization, flashcards, worksheets, conference report, blog posts (on your own or other people's blogs), etc.
-Read blogs and blog comments, online forums, books of practical ideas, articles, book reviews, magazines, journals, email newsletters (e.g. Oxford teachers club.com), e-books, relevant popular science books (e.g. ones of learning or psychology), linguistics books, etc.
-Research on classroom investigation, student opinions, what teachers really do while teaching, planning, marking or choosing jobs, the effects of something on learning, common teaching mistakes, the development language competences and etc.
 Set up online book club, tea chat, and etc.

CONCLUSION
In conclusion, we should understand that CPD not only a strategy through which teachers acquire knowledge from external sources but also, teachers can engage in (collective) professional atmosphere in doing action research, peer observation, and teacher support groups, peer-coaching, study groups, mentoring, teaching portfolios, in-service training, team teaching, presenting the findings of a study done on professional development and effective professional development strategies used by EFL teachers of higher education.