Post-GOT professional development should differentiate learning paths, complement traditional formats with communities of practice and peer support, and manage work overload¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that post-GOT professional development account for teachers' heterogeneous digital competencies by creating different learning paths depending on initial stage, and that institutions "complement traditional instances of development with emerging approaches (for example, the development of communities of practice or peer support)". It further recommends incorporating pandemic lessons, providing systematic guidance on curriculum development and learning design, pedagogical frameworks such as Laurillard's conversational framework, and attention to time management and work overload.

Design Implications¶

Context¶

Requirements¶

• Trainers must account for differences in teachers' digital competencies when designing development initiatives

Constraints¶

• The article states its recommendations are based solely on the experiences of participating teachers and cannot be generalized; proposed resources are mostly focused on a prepandemic situation

Target Learners¶

• higher education teachers

Target Learning Goals¶

• digital competency development for online and blended teaching

Affordances¶

• Five Dimension Teacher Digital Competency Framework

Claims¶

• Prepandemic professional development helped teachers face the pandemic, but pandemic-era compulsory training caused work overload and did not differentiate competency levels [+W]
• Higher education teachers entered the pandemic with heterogeneous self-perceived digital pedagogical skills, which shaped their ability to respond to the disruption [+W]

Related Strategies¶

• Use sustained professional development and accompaniment—mentoring, coaching, communities of practice and iterative support—for digital integration
• Support the evolving instructor role with professional development beyond product training, articulated role expectations, and communities of practice
• Provide professional support focused on instructors' beliefs and develop a clear organizational stance on differentiated instruction in blended learning
• Develop healthcare leaders' digital competence through continuous education, mentoring, and organizational structures

Examples¶

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Key Sources¶

• 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