Abstract
In the era of rapid digital transformation, teacher professional development (TPD) has become crucial for adapting to evolving educational landscapes. This study aims to explore the strategies, challenges, and outcomes of TPD in the context of digitalization by employing a qualitative methodology through literature review and library research. The research examines a wide array of scholarly articles, reports, and books, focusing on how digital tools, online platforms, and technology-driven pedagogical practices are reshaping professional growth for educators. Findings indicate that while digital transformation offers opportunities for more flexible, accessible, and personalized learning experiences, it also presents significant challenges, including technological gaps, lack of digital literacy, and resistance to change. The analysis highlights effective strategies, such as blended learning approaches, continuous peer collaboration, and targeted digital skills training, which have shown to enhance teacher engagement and competence in digital environments. Additionally, the outcomes of successful TPD initiatives are evidenced by improved teaching practices, enhanced student engagement, and the fostering of a lifelong learning culture among educators. However, overcoming barriers related to infrastructure, resource availability, and institutional support remains critical to fully realizing the potential of TPD in the digital era. The study concludes that a balanced, well-supported integration of digital tools in professional development is essential for the sustainable growth of education systems in the digital age.
Published Version
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