Global perspectives on teacher professional development: Navigating the pandemic

Global perspectives on teacher professional development: Navigating the pandemic

• West, Justin J. The University of Texas at Austin
• Bautista Arellano, Alfredo The Education University of Hong Kong

International Journal for Research in Education, 46(2), 1-27, 2022

United Arab Emirates University

2022

• M 教師與教師教育
  • MA 教師之專業教育
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Teacher Professional Development In-service Teachers COVID-19 Comparative Education

• Hong Kong

• 1997.7 onwards

• 專上教育

• View Full Text 全文連結

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.

• 英文

期刊論文

• 25196146

• 10.36771/ijre.46.2.22-pp1-27

https://bibliography.lib.eduhk.hk/tc/bibs/d9e5bc0f

2022-10-07