Abstract
Globally, education systems now place a high premium on the development of teachers (Misra, 2018). Professional development courses have also been impacted by technological advancements in learning (Wasserman & Migdal, 2019). Teacher professional development has shifted away from traditional face-to-face, single-location training and toward developmental activities in advanced web-based environments in the age of Internet technology. As a result, web-based professional development courses can not only enhance instructors' professional knowledge and experience, but also assist them in breaking school boundaries (Kao et al., 2014). Online teacher professional development for teachers (oTPD) is still a rapidly expanding topic of research in teacher education. (Dille & Røkenes, 2021).Therefore, the purpose of this study is to review related literature on oTPD so that it hopes to provide a large lens through oTPD. It will eloborate on communities of practice, online communities of practice for teachers and perspectives of online teacher professional development.
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