Supporting teachers through online professional development: a small-scale qualitative study with teachers in Bangladesh

ABSTRACT

The sudden transition to online teaching and learning during the COVID-19 pandemic compelled teachers worldwide to develop the skills necessary to contend with online education and execute effective teaching. Whereas several studies have investigated the professional development opportunities provided by educational institutions during this time, research on the effectiveness of engaging in such activities for higher education teachers in Bangladesh seems limited. This study explores Bangladeshi English teachers’ experiences of engaging in online professional development (OPD) and the impact it had on their teaching and professional learning during COVID-19. Data were collected using a qualitative survey distributed to twenty-five English teachers working at various public and private universities in Bangladesh. A thematic analysis demonstrated that teachers participated in both self-directed and institution-led professional development activities. While engaging in such activities was beneficial, teachers’ application of the knowledge in teaching and professional learning was hindered by an overload of online information, insufficient logistics facilities, and inadequate collegial support. The study recommended that designing cost-effective OPD and ensuring a collegial environment might inspire teachers to explore OPD opportunities. In addition, providing institutions with proper orientation and awareness would ensure better institutional support in executing OPD even in the post-covid-era.

KEYWORDS:

• Online professional development
• professional learning
• online learning
• online teaching
• COVID-19
• qualitative study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Rumana Rafique

Rumana Rafique is an Assistant Professor in the Department of English at the University of Dhaka, Bangladesh. She teaches in the areas of English for academic purposes (EAP), academic writing, syllabus design, and practicum for pre-service teachers. Her research interests include the use of learning technology in higher education, technology and teacher education, narrative inquiry, and reflective practice.