ABSTRACT
The chapter aims at investigating the issue of access to the continuing professional development (CPD) of in-service English as foreign language (EFL) teachers in Ukraine in the context of current educational reform. The study reveals the barriers and challenges those teachers with different social and professional background face while trying to get involved into the high quality CPD activities. In addition, the chapter examines the existing ways of in-service EFL teachers training and the mismatch between the provided activities and those needed by teachers. The quantitative approach was used to generate research data and evaluate empirical evidence by means of descriptive statistics. The study utilized holistic description, analysis, and surveys to address teachers’ experience in CPD activities, as well as their beliefs on forms and methods of such training, and provided an in-depth exploration of teachers’ professional needs and the role of certain factors influencing the access of different teacher groups to quality professional development. Poor technological facilities, unclear goals and practices, as well as financial factors, such as funding to support travel or cost of attendance, were identified as key barriers to CPD access.
