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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.
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]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A teacher professional development program for online learning in times of crisis.
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  Data: <searchLink fieldCode="AR" term="%22Shapira%2C+Noa%22">Shapira, Noa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Shapira.noa@mx.kinneret.ac.il</i><br /><searchLink fieldCode="AR" term="%22Amzalag%2C+Meital%22">Amzalag, Meital</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Jan2026, Vol. 30 Issue 1, p188-210. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13664530.2025.2496441
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      – Code: eng
        Text: English
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    Subjects:
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Teacher development
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      – SubjectFull: Educational support
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      – SubjectFull: COVID-19
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      – SubjectFull: Stress management
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              Text: Jan2026
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