Designing teacher professional development programs to support a rapid shift to digital

Abstract

From a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

“…They also regarded the OTPDP as a flexible, inexpensive, and easy-to-access program with lecture videos that they could attend anywhere and anytime. Heap et al, (2020) also state that OTPDPs should be flexible, accessible, and affordable. The results are consistent with the literature (Martin, 2012;Persons et al, 2019;Robinson, 2008).…”

“…They came up with solutions to problems regarding training, content, environment, and conditions. Although Internet access and infrastructure are critical for effective OTPDPs (Heap et al, 2020;Polly & Martin, 2020), online learning is imbued with connection or technical issues (Hodges et al, 2016;Sukhbaatar et al, 2018;Yıldırım, 2020a;Zhao, 2003). The fourth part of the first research question looked into what teachers thought about group work within the scope of the OTPDP.…”

“…OTPDPs comprise online courses, group work, interactive learning modules, and workshops (Ross, 2011). Teachers can access OTPDPs anywhere and anytime and improve themselves professionally (Southern Regional Education Board [SREB], 2004;Heap et al, 2020). OTPDPs provide teachers with content knowledge and interactive learning and discussion environments (Bragg et al, 2021;Jamil & Hamre, 2018).…”

Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs

“…A study of eleven academics over six years from Finland revealed that TPD that sought to build reflective practice and peer interaction assisted most in the development of a teacher identity (Nevgi & Lofstrom 2015). Although developed pre-pandemic, responses to the six component TPD framework suggested by Philipsen et al (2019), agree that whilst it provides a useful mechanism to structure a post-COVID TPD discussion (Heap, Thompson & Fein 2020;Lockee 2020;Portillo & Lopez de la Serna 2020) the fact that it was conducted in a West-European context 'is an overall limitation from an international perspective' (Portillo & Lopez de la Serna 2020: 2).…”

“…Whilst much of the focus has been about 'pivoting online' in order to cope with the immediate emergency, this only captures part of the challenge. In the UK at least, surveys show an increasing percentage of lecturers and executive leaders in HEI believe online will be a fundamental component of the future (JISC 2020;McVitty 2021) and preparation is urgent (Heap, Thompson & Fein 2020;Glantz & Gamrat 2020). Developing systems and resources -via TPD, for example -'…that can be leveraged in times of shock when core delivery models are disrupted' is vital for future sustainability (Portillo & Lopez de la Serna 2020: 3).…”