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Preparing teachers for emergency remote teaching: a professional development framework for teachers in higher education

Citation

Al-Naabi, I and Kelder, J-A and Carr, A, Preparing teachers for emergency remote teaching: a professional development framework for teachers in higher education, Journal of University Teaching and Learning Practice, 18, (5) Article 4. ISSN 1449-9789 (2021) [Refereed Article]


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DOI: doi:10.53761/1.18.5.4

Abstract

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

Item Details

Item Type:Refereed Article
Keywords:COVID-19, emergency remote teaching, higher education, professional development, systematic review
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Kelder, J-A (Dr Jo-Anne Kelder)
UTAS Author:Carr, A (Associate Professor Andrea Carr)
ID Code:151355
Year Published:2021
Deposited By:Plant Science
Deposited On:2022-07-27
Last Modified:2022-07-27
Downloads:0

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