Reflective CPD in Higher Education: A Pilot Study of the Progress Evaluation Practice (PEP)

Abstract

This study reports the initial implementation of broader research on the efficacy of a newly designed continuous professional development practice for EFL instructors called Progress Evaluation Practice (PEP). The program aims to foster instructors' professional growth and improve the learning environment. A state university hosted the pilot implementation of the study which followed a qualitative, quasi-experimental design. Six instructors were selected purposely on a voluntary basis. Four of them collaborated with one another, and two mentors accompanied them at different phases of the practice. Qualitative data were gathered through interviews, focus and peer group meetings, and various forms, including self-reflection, classroom observation, and overall performance. After thematic analysis and descriptive statistic results, the outcomes indicated that PEP was valued by the participants for its contribution to ongoing professional development since it provided learning opportunities, encouraged collaboration and support, enhanced self-awareness, and enabled adaptation. These findings suggest that PEP, as a reflective, discipline-agnostic practice aligned with generic CPD principles, helps institutions strengthen and sustain teacher development across diverse educational contexts.