Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning. Copyright © 2022 International Journal for Research in Education.
