A teacher professional development program for online learning in times of crisis.
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| Title: | A teacher professional development program for online learning in times of crisis. |
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| Authors: | Shapira, Noa1 (AUTHOR) Shapira.noa@mx.kinneret.ac.il, Amzalag, Meital2 (AUTHOR) |
| Source: | Teacher Development. Jan2026, Vol. 30 Issue 1, p188-210. 23p. |
| Subject Terms: | *Online education, *Collaborative learning, *Teacher development, *Educational support, COVID-19, Stress management |
| Abstract: | In response to the unforeseen challenges posed by the COVID-19 crisis, this study explores the abrupt transition to online teaching and the subsequent need for an effective Online Learning in Times of Crisis (OLTC) model. Drawing on a comprehensive framework for Teacher Professional Development (TPD) geared towards Online and Blended Learning, the findings contribute to the development of a model adaptable to the diverse needs of teachers across various disciplines and age groups. Modifications to the framework advocate for the incorporation of modeling, peer collaboration, and strategies to address educators' emotions, such as managing stress, reducing anxiety, and combating feelings of isolation, during crises. The results highlight the positive impact of the TPD for OLTC model, improving teachers' capabilities and providing valuable support during challenging times. This model may serve as a model for online TPD programs during future challenges and when faced with unexpected events. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In response to the unforeseen challenges posed by the COVID-19 crisis, this study explores the abrupt transition to online teaching and the subsequent need for an effective Online Learning in Times of Crisis (OLTC) model. Drawing on a comprehensive framework for Teacher Professional Development (TPD) geared towards Online and Blended Learning, the findings contribute to the development of a model adaptable to the diverse needs of teachers across various disciplines and age groups. Modifications to the framework advocate for the incorporation of modeling, peer collaboration, and strategies to address educators' emotions, such as managing stress, reducing anxiety, and combating feelings of isolation, during crises. The results highlight the positive impact of the TPD for OLTC model, improving teachers' capabilities and providing valuable support during challenging times. This model may serve as a model for online TPD programs during future challenges and when faced with unexpected events. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2025.2496441 |
