This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context. © The Author(s) 2023.

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures. Copyright © 2021 Taylor and Francis.