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

Authors

  • Ishaq Al-Naabi University of Technology and Applied Sciences, Oman
  • Jo-Anne Kelder University of Tasmania, Australia
  • Andrea Carr University of Tasmania, Australia

DOI:

https://doi.org/10.53761/1.18.5.4

Keywords:

COVID-19, Emergency Remote Teaching, higher education, professional development, systematic review

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.

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Published

2021-08-02

Issue

Section

Articles

How to Cite

Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education. (2021). Journal of University Teaching and Learning Practice, 18(5). https://doi.org/10.53761/1.18.5.4

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