Inclusive, collaborative and personalised professional development process for the post–emergency remote teaching era: The importance of virtual professional learning networks

Year 2022, , 175 - 187, 15.04.2022

Zeynep Baltacı , Serkan Ucan

https://doi.org/10.19126/suje.1028020

Cited By: 1

Abstract

Emergency remote teaching process was initiated as a solution to the crisis of Covid–9 pandemic in order to ensure the sustainability of education. While being expected to quickly adapt to the sudden changes brought by the pandemic, educational institutions, teachers, students and parents were observed to come across many challenges during this process. The review article aims to focus on the types of challenges teachers experience during the emergency remote teaching process and identify the characteristics of the professional development process they require in this period. Considering the pedagogical, psychological and student–related difficulties, it is suggested that the professional development support teachers need should be provided with a multidimensional and holistic approach. Specifically, this paper highlights how virtual professional learning networks can play an important role in meeting the professional development needs of teachers arising both during and in the post Covid–19 pandemic period.

Keywords

Covid–19, Emergency remote teaching, Teacher professional development, Virtual professional learning networks, Social media

Acil Uzaktan Öğretim Dönemi Sonrası İçin Kapsayıcı, İşbirliğine Dayalı ve Kişiselleştirilmiş Mesleki Gelişim Süreci: Sanal Mesleki Öğrenme Ağlarının Önemi

Abstract

Covid–19 salgını ile birlikte eğitimin sürdürülebilirliğinin sağlanması için kriz durumuna bir çözüm niteliğinde acil uzaktan öğretim sürecine geçilmiştir. Bu ani gelişen duruma eğitim kurumlarının, öğretmenlerin, öğrencilerin ve velilerin hızlı bir şekilde adapte olması beklenmiş, bu süreçte birçok zorlukla karşılaştıkları görülmüştür. Bir derleme çalışması olan bu makalede, Covid–19 salgını sürecinde öğretmenlerin karşılaştıkları pedagojik, psikolojik ve öğrencilerle ilgili zorluklara odaklanılarak ihtiyaç duydukları mesleki gelişim sürecinin niteliklerinin belirlenmesi amaçlanmıştır. Farklı alanlarda yaşanılan zorluklar neticesinde hem salgın hem de salgın sonrası dönemde öğretmenlerin ihtiyaç duydukları destek sisteminin çok boyutlu ve bütüncül bir yaklaşım ile sağlanması gerekliliği öne sürülerek, Covid–19 salgını öncesinde kullanımı yaygınlaşan ve salgın sonrasında da oldukça popüler hale gelen sanal mesleki öğrenme ağlarının bu süreçte ortaya çıkan mesleki gelişim ihtiyacını karşılamadaki rolü açıklığa kavuşturulmaktadır.

Keywords

Covid–19, Acil uzaktan öğretim, Sanal mesleki öğrenme ağları, Sosyal medya, Öğretmen mesleki gelişimi

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