Reforming CPD practices for english language teachers in Namibia: the role of self-directed professional learning

Abstract

This study explored the potential of self-directed learning (SDL) to reform continuous professional development (CPD) for English second language (ESL) teachers in Namibia, where centralized, top-down CPD models have failed to address classroom realities. Through a qualitative case study of secondary school ESL teachers in the Khomas region, the research identifies systemic gaps in Namibia's CPD framework, including inadequate teacher agency, lack of specialized training, and resource constraints. Findings reveal that SDL empowers teachers to address context-specific challenges through collaborative peer networks, reflective practice, and grassroots initiatives, aligning with social constructivist theories and reflective practice frameworks. However, institutional barriers and under-resourcing hinder sustainable implementation. The study advocates for decentralized, teacher-led CPD models that prioritize autonomy, collaboration, and contextual relevance, offering a pathway to improve ESL instruction and align with global best practices in teacher professional development.