Prepandemic professional development helped teachers face the pandemic, but pandemic-era compulsory training caused work overload and did not differentiate competency levels¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who had participated in prepandemic teaching development felt better prepared to face the pandemic's pedagogical and technological challenges. → Carlos González 2023 q2 i? Pandemic-era training was valued for both technical and pedagogical content, but increasing compulsory courses led to work overload, and teachers with higher skills complained when courses seemed basic. → Carlos González 2023

Evidence¶

Carlos González 2023¶

Carlos González, Daniel Ponce, Violeta Fernández. (2023). Teachers' experiences of teaching online during COVID-19: implications for postpandemic professional development. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10200-9

q2 · i? · qualitative · r3

Results section on technology-supported professional development: the interview study reports that prepandemic teaching development was essential for facing the pandemic's challenges and that participants "felt better prepared to face pedagogical and technological challenges"; it also reports compulsory courses led to work overload, particularly in the second semester of 2020.

"Teachers who had participated in these activities felt better prepared to face pedagogical and technological challenges."

Discussion¶

Related Claims¶

• Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — possibly the same claim (merge candidate)
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — related