Abstract
Online professional development (OPD) for teachers has become an imperative in the face of the current and post covid-19 pandemic. The current traditional face-to-face professional development (PD) programme is no longer a viable option. While there is substantial research undertaken on online learning in general, there has been few on OPD and no known empirical research in the Mauritian context. The purpose of this explanatory study was to investigate teachers' perceptions of online professional development and the extent to which they believe it expands their knowledge and skills and improve student learning. A conceptual framework underpinned by the Unified Theory of Acceptance and Use of Technology and model of teacher learning was used as a lens in this research. The research was based on a case study of two schools in Mauritius. A focus group study was used to gather data qualitatively. The study involved three focus groups of five participants each. Using thematic analysis, the results show that face-to-face PD does not satisfy teachers’ needs as it is too theoretical and offered in one-size-fits-all modes. Four predictors, teachers’ experience with PD, performance expectancy, effort expectancy and facilitating conditions for the use of online teacher professional development programmes are proposed. Implications for practice are provided. This study should, therefore, be of value to practitioners wishing to develop online OPD programmes.
Highlights
Online Professional Development, teachers has become an imperative in the face of the current Secondary Teachers’ Beliefs, Performance Expectancy, and post covid-19 pandemic
While online learning is gaining popularity in higher education, and there is evidence to suggest that learners and professional development providers preferred teacher professional development programmes are online learning compared to face-to-face learning, there is proposed
The results of this study revealed that the current method of delivering professional development is ineffective for teachers
Summary
Online Professional Development, teachers has become an imperative in the face of the current Secondary Teachers’ Beliefs, Performance Expectancy, and post covid-19 pandemic. A conceptual framework underpinned by Mauritius, teachers’ professional development is delivered the Unified Theory of Acceptance and Use of Technology largely in a face-to-face mode – a method that dominated and model of teacher learning was used as a lens in this the field of teacher education [1] until recently. Teacher professional development continues in the traditional face-to-face mode To allay this ineffectiveness, the study proposes online professional development (OPD) as an alternative. This a lack of theoretical frameworks to guide and assess the study should, be of value to practitioners wishing development of an online learning environment for to develop online OPD programmes. Teachers may Universal Journal of Educational Research 9(4): 880-890, 2021 hesitate to engage in online learning due to lack of confidence [3]
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