Primary school teachers’ perspectives of self-sought professional development

Abstract

The worldwide web and rapid technological improvements brought about online education. In the educational paradigm, what was initially a matter of convenience became a necessity, with the Covid-19 pandemic sustaining the need and accelerating the global shift towards online education. Online learning has been recognised as a viable medium for the ongoing professional development of teachers for several years. Typically, courses in local higher education institutions, leading to teacher professional development, are held face-to-face, asynchronous or synchronous online, or in a blended modality. Existing research, both locally and internationally, insists on the critical role of ongoing professional development in enhancing teachers’ pedagogical practices and student learning. On the other hand, there is a gap in understanding whether online professional development effectively addresses the needs and challenges being faced by educators. This study attempts to bridge this gap by focusing on the perspectives of primary school teachers and presenting their views in this regard. This study aims to gather primary school teachers’ views of online professional development and understand whether they would be more inclined towards attending self-sought courses delivered completely online, or in a blended format compared to traditional face-to-face modalities. Additionally, the study will explore the experiences and perceptions of primary school teachers who have participated in online or blended professional development courses. Specifically, this research aims to provide insights into the perceived benefits, limitations, and effectiveness of online professional development in supporting the professional growth of primary teachers.