Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
Continuing professional development of English teachers in higher education in  
Cuba: the case of the University of Holguin  
La formación profesional continua de profesores de inglés en la educación  
superior en Cuba: el caso de la Universidad de Holguín  
Yunelsys Hechavarria Creach1 (yunelsys@uho.edu.cu) (https://orcid.org/0000-0003-  
0487-439X)  
Vilma Imilce Páez Pérez2 (vpaez@uho.edu.cu) (https://orcid.org/0000-0001-7761-165X)  
Yaquelín Cruz Palacios3 (ycpalacios@uho.edu.cu) (https://orcid.org/0000-0002-1107-  
1803)  
Abstract  
The country's development prospects demand a professional capable of mastering the  
English language as a top priority. However, the study and learning of English is still a  
goal to be achieved in the comprehensive training of Cuban higher education  
professionals. Hence, important transformations have taken place on the part of the  
Ministry of Higher Education to reverse this fact. One of them is to assume a  
competency-based teaching approach in accordance with the postulates of the Common  
European Framework for Languages (CEFR), which promotes the integral formation of  
the student learning a foreign language. In order to comply with this directive, it is  
necessary for the teaching staff to be updated in order to achieve the desired goal. In  
these circumstances, the continuing professional development of English teachers is  
subject to changes that must correspond to the new conceptions. This article presents  
the characterization of the continuing professional development of English teachers at  
the University of Holguin. Different research methods were used in the process of writing  
the article, such as: surveys, interviews, observation, among others. This article  
contributes to the objectives of the 2030 agenda of the United Nations Organization for  
sustainable development, insofar as the results described contribute to ensure a quality  
technical, professional and higher education of English teachers at different levels of  
education, including university education.  
Key words: continuing professional education, English language training.  
1 Doctora en Ciencias. Profesora Auxiliar del Departamento de Lengua Inglesa. Universidad de Holguín. Cuba.  
2
Doctora en Ciencias. Profesora Titular del Centro de Estudios de Cultura e Identidad y del Departamento de  
Lengua Inglesa. Universidad de Holguín. Cuba.  
3
Doctor en Ciencias. Profesora Titular. Decana de la Facultad de Comunicación y Letras y profesora del  
Departamento de Español Literatura. Universidad de Holguín. Cuba.  
Página 137  
     
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
Resumen  
Las perspectivas del desarrollo del país demandan un profesional capaz de dominar el  
idioma inglés como una prioridad de primer orden. Sin embargo, el estudio y  
aprendizaje de este es todavía una meta por alcanzar en la formación integral de los  
profesionales de la educación superior cubana. De ahí que han ocurrido  
transformaciones importantes por parte del Ministerio de Educación Superior para  
revertir este hecho. Una de ellas es asumir un enfoque de enseñanza basado en  
competencias de acuerdo con los postulados del Marco Común Europeo para las  
lenguas (MCER) que promueve la formación integral del estudiante que aprende una  
lengua extranjera. Con el fin cumplir con esta directiva, es necesario que el claustro se  
actualice para alcanzar la meta deseada. En estas circunstancias, la formación  
profesional continua de los profesores de inglés está sujeta a cambios que se deben  
corresponder con las nuevas concepciones. Este artículo presenta la caracterización de  
la formación profesional continua de los profesores de inglés en la Universidad de  
Holguín. Se utilizaron diferentes métodos de investigación en el proceso de redacción  
del artículo, tales como: encuestas, entrevistas, observación. Este artículo tributa a los  
objetivos de la agenda 2030 de la Organización de Naciones Unidas para el desarrollo  
sostenible, en tanto los resultados descritos contribuyen a asegurar una formación  
técnica, profesional y superior de calidad del profesor de inglés en los diferentes niveles  
de educación, incluida la enseñanza universitaria.  
Palabras clave: formación profesional continua, enseñanza de idioma inglés.  
Introduction  
Communication in foreign languages is developing and expanding with the  
advancement of new technologies. Due to this, the teaching of English in Cuba is  
becoming more important every day. In order to achieve a better quality in the learning  
of foreign languages, Cuban higher education declares the need to implement core  
transformations in the development of the teaching-learning process of the English  
language, which requires an improvement in the preparation of the faculty.  
On this basis, the Ministry of Higher Education (MES) prioritizes the study of the English  
language from two directions: as an instrument for training, self-improvement and  
academic-professional updating, and as a means of communication between  
professionals. This communicative-professional interaction highlights the need to  
enhance the communicative skills to be developed in the teaching-learning process of  
the English language, for the comprehensive training of contemporary professionals.  
As of 2015, and in order to overcome the difficulties in the teaching-learning of English  
in the previous study plans and improve the quality of the process, the Ministry of Higher  
Education assumes a competency-based approach according to the postulates of the  
European Framework of References for Languages (CEFR) that promotes the integral  
formation of the student who learns a foreign language. This approach leads to the need  
Página 138  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
to prepare the faculty to meet the desired goal. One of the most effective ways to  
achieve this purpose is the continuing professional training of practicing teachers.  
Practicing teachers -although with extensive experience in the classroom-, in most  
cases present limitations in up-to-date knowledge on the most current trends in  
language teaching and its evaluation. There is a lack of understanding of what the  
Common European Framework of Reference (CEFR) and other international standards  
can offer to bring English teaching and assessment to more standardized levels.  
Therefore, is it required that teachers develop professional competences for a better  
implementation of the new policy of teaching English at Cuban universities.  
These reasons lead the Ministry of Higher Education to work on a new strategy focused  
on more extensive teacher training for the implementation and adaptation of the CEFR  
to the current Cuban context. For this, it has offered training courses in coordination with  
the British Consulate and the United States Embassy. In addition, it has facilitated  
access to online courses on English language teaching methodology for the betterment  
of language professionals. However, these improvement actions are still insufficient, do  
not guarantee effectiveness in continuing professional training.  
Materials and methods  
For the development of this paper, 30 teachers from the three different departments of  
the University of Holguín were taken as the sample. The different research methods  
applied helped at achieving the main facts of the study. Among which are:  
• The analysis and critique of sources that, applying the processes of induction-  
deduction, analysis-synthesis and logical-historical, allowed us to assess the  
contribution of the different sources to the investigation.  
• The systemic-structural-functional one that favored the analysis of the research  
object for a better study of it.  
• The hermeneutic for the understanding of the continuing professional training of  
teachers and its organizational system.  
In addition, an analysis of normative documents was carried out, of the professional  
models of the graduates of the careers of Foreign Languages (English) and of English  
Language with a second foreign language, as well as the observations to classes, the  
revision of plans of classes, surveys and interviews with professors and directors of the  
departments, together with the author's experience as an English teacher for more than  
15 years in Higher Education.  
Results and discussion  
The application of the different research methods reveals insufficiencies in the self-  
assessment of practicing teachers. The most significant in this direction are:  
• Insufficient preparation of the English teacher in the main aspects of the CEFR  
that limits the quality of the teaching learning process of this language.  
Página 139  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
• Limited identification of the continuous professional development needs and the  
most suitable ways to improve the professional competences  
The above mention shows that there are still difficulties related to the preparation of  
English language professionals that limit the quality of the teaching-learning process of  
this foreign language and do not favor an adequate acquisition by the student of the  
target language.  
The theoretical study carried out reveals that there are several authors in Cuba who  
regard continuous professional development in their research works. Barbón, Añorga y  
Granda (2014); Chelan (2015) refer to the continuing professional development of  
administrative personnel based on previous teaching conditions. Pérez, Pérez y  
González (2016); Valiente, Góngora, Torres and Otero (2013) address continuous  
professional development in the process of universalization of higher education that was  
carried out in that period. Daquinta Rico (2022) deals with the importance of developing  
programs on English language as a mean to improve teachers’ professional  
development. Besides, Cruz (2003), Pino (2003) and Medina (2004) study the  
continuous professional development of the English teacher, separating it into the four  
main skills of the language; while Padrón and Mijares (2017) focus on the continuing  
professional development of the English teacher for a specific specialty. Páez Pérez  
(2005) conceives a pedagogical model of self-development by competences for  
Teachers of Foreign Languages. This last research becomes a key reference point in  
this study.  
In the international arena, authors such as Guskey (1999), Imbernón (1989), Ferry  
(1991) work on continuous professional development as a necessity for all practicing  
teachers. Others such as Cárdenas, González and Álvarez (2010) refer to the  
professional development of English teachers seen through the Colombian English  
Framework Project and fundamentally to the certification of English teachers. Díaz-  
Maggioli (2017) and Farrell (2012), agree on the need to develop professionally due to  
the changes that occur in educational policies, to respond to what students are requiring  
and they must be constantly developing to offer quality teaching to their students.  
For Fandiño- Parra (2017), professional development is a process of self-consciousness  
that allow teachers to transform in theoretical and analytical actors able to understand  
how and why they develop their teaching and are willing to communicate the findings  
and conclusions on his own benefit and for the community of teachers.  
He also quoted that professional development is a process of self- discovery, updating  
and fulfillment in which teachers are considered active connoissseurs, responsible for  
the exposition of their point of view about the nature of their professional lives as critical  
agents able to act on the knowledge to transform their practice (Fandiño-Parra, 2017).  
The best experiences in continuing professional training for English teachers are  
centered in Europe, where a group of investigations carried out by the Council of Europe  
have been developed. European Commission. Education and Training (2013),  
Página 140  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
Richardson and Díaz Maggioli (2017), Mmantsetsa, et al. (2018), Cambridge English  
Teaching (2018). All these publications - although framed only in the European context -  
refer to foreign language teachers and provide frameworks of references and paths of  
continuous professional development.  
One of the essential ways for teacher training to face the challenges facing education in  
the new millennium is the continuous improvement of their practice when planning,  
executing and evaluating educational strategies in the teaching-learning process. With  
the development of continuous professional development, it is intended that teachers  
become agents of change, develop skills with which they enrich their strategies to solve  
problems and improve teaching practice.  
Imbernón (1989), defines formation, linked to professional development, as: “...a  
continuous process that begins with the choice of a specific discipline (initial training in a  
trade or profession) and whose mastery (knowledge, skills, competencies) is gradually  
perfected (continuous or permanent training)” (p.389)  
Although focused on the training of university professors, Sánchez (2001) points out  
that "...it must be considered as a continuous process, in evolution, systematically  
programmed, whose first link be an initial training, directed both to subjects who are  
being trained for teaching (...) and to practicing teachers” (p.43). Hence the need to pay  
attention to the continuing professional development of university professors to  
guarantee a quality teaching-learning process.  
Research on continuing professional development by Guskey (1999); Guerriero (2017);  
Griffin, Francis and Robinson (2017) assert that the mere presentation, dissemination of  
guides or short and infrequent courses have little impact on the pedagogical practice.  
According to Mmantsetsa, et al. (2017), continuing professional training programs  
should focus on achieving an impact on learning outcomes.  
Griffin (2014), referring to continuing professional development, considers that one of  
the most valuable resources that teachers need on their way to improve their pedagogy  
and competency-based teaching is a culture of professional learning that facilitates  
constant access to the participation of colleagues in collaborative teaching opportunities.  
In this sense, Levy (1999); Páez, Toledo and Márquez (2016); Montejo, Alberteris and  
Rodríguez (2020); Alonso Betancourt, Cruz Cabezas and Aguilar Hernández (2022)  
emphasize the need to develop competency-based models for university teachers in the  
way to improve their professional competencies.  
In the case of Cuba, there is a postgraduate Higher Education system that combines the  
functioning of the factors that intervene in its development and is considered the highest  
level of the Higher Education system, whose purpose is to promote the permanent  
education of university graduates. In postgraduate education, training and development  
processes concur, not only teaching-learning, but also research and innovation,  
articulated in a teaching-educational proposal relevant to this level.  
Página 141  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
However, the continuing professional development of teaching staff in Cuban  
universities has had its ups and downs. The analysis of the characteristics of this  
process in terms of the main method used, manifests itself from the centralization to the  
decentralization of the actions, without sufficient precision for its concretion from the  
theoretical and methodological point of view in the territories.  
The conception of the actions and programs of continuous professional training were  
characterized by being isolated, decontextualized, without a systemic character and far  
from individual and collective needs with intentions of integration not materialized in  
practice.  
The process of planning and developing the continuous professional development of  
each teacher starts from the evaluation of their annual professional performance that  
shows their potential and needs. Based on the professional needs and the  
transformations that are generated in the teachings, the continuous professional  
development of each teacher is organized in different modalities, giving greater priority  
to self-improvement in the workplace (Hechavarria Creach, 2021).  
In Cuba, English teachers have access to the same continuing professional training  
pathways and to carry out the same functions as the rest of the faculty at any of the  
teaching levels.  
Specialists in the field of continuing professional training for English teachers, as well as  
the teachers themselves, have sought different ways to ensure their continuous  
development. One of them is to organize themselves in associations or another type of  
institution with the aim of promoting exchange and improvement among its members.  
Among the associations, one of the best known is the APC-ELI which brings together  
teachers of English as a foreign language and promotes self-improvement, scientific  
exchange, the publication of the best experiences and the production of teaching  
materials, among other functions.  
Being a member of one of these organizations guarantees certain possibilities of  
improvement since, in some way, one has access to updated bibliography, exchanges  
with other professors and participation in workshops, specialized conferences, and other  
scientific events, which represent a way effective continuing professional development  
for teachers of English.  
Despite the efforts of the Ministry of Higher Education in promoting continuous  
professional development activities in conjunction with various international  
organizations based in Cuba such as the British Council and the ETS (English Testing  
System), these actions have not yet achieved the necessary effectiveness to develop  
the professional competences of the English teacher.  
In the course of the investigation, a characterization of the state of continuous  
professional training of English teachers was carried out. This analysis included  
principals, teachers and normative documents and was carried out on the basis of these  
indicators:  
Página 142  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
• Diagnosis of the state of competences  
• Identification of continuing professional development needs  
• Continuous professional development pathways  
The instrument applied was a survey aimed at diagnosing the state of professional  
competences and continuous professional development of teachers at the three different  
departments of English at the University of Holguín. The results showed that there is no  
unanimity of criteria as there is a great variety as to what the professional competences  
of the English teacher are. When analyzing how they diagnose the state of professional  
competences, they refer to the quality of teaching and the academic achievements of  
students, although they include participation in postgraduate courses and events. They  
do not express themselves on the importance of self-evaluation by teachers. The  
identification of the continuing professional development needs are the result of the  
class controls and the interviews when discussing the evaluation of the period. Only two  
administrative faculty consider self-assessment and personal request as an identifier of  
continuing professional development needs. Considering the ways of continuous  
professional development, these are expressed in the professional improvement plan of  
the departments.  
To summarize, the methodological and professional improvement plans of the  
departments do not conceive the continuous professional development of teachers in  
the form of a system and the treatment given to the CEFR requirements is insufficient.  
Therefore, they do not know the peculiarities of the English Teaching Competence  
Framework derived from the CEFR.  
The diagnosis made allowed us to declare the following regularities:  
• There is no defined criterion for the identification of the professional competences  
of the English teacher.  
• Self-assessment is not considered as a way to measure the level of development  
of professional skills.  
• The identification of continuing professional development needs is centered on  
the criteria of administrative faculty and the needs of the group. They are the  
result of class controls and interviews when discussing the evaluation of the  
period.  
• Few teachers consider self-improvement as a way to improve their professional  
competences.  
• The peculiarities of the CEFR-derived English Teaching Competence Framework  
are unknown.  
Página 143  
Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
Conclusions  
Continuing professional development constitutes a set of training processes that enable  
university graduates to acquire, expand and continuously improve the basic and  
specialized knowledge and skills required for a better performance of their  
responsibilities and functions, as well as for their cultural integral development, which  
allows to increase the effectiveness and quality of their work. Its objective is to  
guarantee the permanent training and systematic updating of university graduates, the  
improvement of the performance of their professional and academic activities, as well as  
the enrichment of their cultural heritage.  
The regularities presented made it possible to specify the inconsistencies that must be  
resolved in the conception of continuous professional development plans of English  
teachers that are manifested in the non-incorporation of the assumptions of the English  
Teaching Competence Framework derived from the CEFR.  
The characterization carried out allowed us to determine that there are insufficiencies in  
the conception of continuous professional development process that do not contribute to  
the development of professional competences of the English teacher.  
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Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
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Continuing professional development of English teachers in higher education in Cuba: the case of the  
University of Holguin  
Yunelsys Hechavarria Creach  
Vilma Imilce Páez Pérez  
Yaquelín Cruz Palacios  
Volumen: 17  
Número: Especial 1  
Año: 2025  
Recepción: 15/05/2023  
Aprobado: 23/09/2024  
Artículo original  
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Conflicto de intereses: Los autores declaran no tener conflictos de intereses.  
Contribución de los autores: Los autores participaron en la búsqueda y análisis de la información para el artículo, así  
como en su diseño y redacción.  
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