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

References

• Abdelhafez, A. (2021). Digitizing teacher education and professional development during the COVID-19 pandemic. Academia Letters, 295, 1–7. https://doi.org/10.20935/AL295
   Google Scholar
• Alsaleh, A. (2021). Professional learning communities for educators’ capacity building during COVID-19: Kuwait educators’ successes and challenges. International Journal of Leadership in Education, 1–20. https://doi.org/10.1080/13603124.2021.1964607
   Web of Science ®Google Scholar
• Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70–73. https://doi.org/10.1177/0031721716629662
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, vol. 2. research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
   Google Scholar
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
   Web of Science ®Google Scholar
• Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
   Web of Science ®Google Scholar
• Cho, M., & Rathbun, G. (2013). Implementing teacher centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144–156. https://doi.org/10.1080/14703297.2012.760868
   Web of Science ®Google Scholar
• Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
   Web of Science ®Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17357/46%20Effective_Teacher_Professional_Development_REPORT.pdf?sequence=1.
   Google Scholar
• Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8–19. https://doi.org/10.1177/0022487108327554
   Web of Science ®Google Scholar
• Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755–761. https://doi.org/10.1177/003172170808901014
   Web of Science ®Google Scholar
• Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, 33(3), 114–125. https://doi.org/10.1080/21532974.2017.1305304
   Google Scholar
• Ene, E., & Șerban, V. (2023). Barriers and opportunities in CALL PD in Romania: Judging the effectiveness of teacher-led PD. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 227–244). Springer. https://doi.org/10.1007/978-981-99-0514-0_14
   Google Scholar
• Gaible, E., & Burns, M. (2005). Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries.infoDev, ICT and Education Series. https://files.eric.ed.gov/fulltext/ED496514.pdf
   Google Scholar
• Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: When to use them and how to judge them. Human Reproduction, 31(3), 498–501. https://doi.org/10.1093/humrep/dev334
   PubMed Web of Science ®Google Scholar
• Kalman, M., Kalender, B., & Cesur, B. (2022). Teacher learning and professional development during the COVID-19 pandemic: A descriptive study. Educational Research: Theory and Practice, 33(2), 1–22. https://files.eric.ed.gov/fulltext/EJ1352338.pdf
   Google Scholar
• Khan, R., Bashir, A., Basu, B. L., & Uddin, M. E. (2022). Teacher initiatives for technology integration in higher education in Bangladesh. In R. Khan, A. Bashir, B. L. Basu, & M. E. Uddin (Eds.), Local research and glocal perspectives in English language teaching. Springer. https://doi.org/10.1007/978-981-19-6458-9_13
   Google Scholar
• Khan, R., Basu, B. L., Bashir, A., & Uddin, M. E. (2021). Online instruction during COVID-19 at public universities in Bangladesh: Teacher and student voices. TESL-EJ, 25(1), 1–27. https://tesl-ej.org/wordpress/issues/volume25/ej97a/ej97a19/
   Google Scholar
• King, F. (2016). Teacher professional development to support teacher professional learning: Systemic factors from Irish case studies. Teacher Development, 20(4), 574–594. https://doi.org/10.1080/13664530.2016.1161661
   Web of Science ®Google Scholar
• Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
   Google Scholar
• Lian, A., Lay, N., & Lian, A. (2023). Secondary pre-service English teachers’ response to CALL innovation in Cambodia. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 49–63). Springer. https://doi.org/10.1007/978-981-99-0514-0_4
   Google Scholar
• Lightfoot, A. (2019). ICT and English language teacher education: Opportunities, challenges, and experiences. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 52–67). Routledge.
   Google Scholar
• Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative research. In Z. Schneider, D. Whitehead, G. LoBiondo-Wood, & J. Haber (Eds.), Nursing & midwifery research: Methods and appraisal for evidence-based practice (4th ed., pp. 123–140). Elsevier-Mosby.
   Google Scholar
• Mattson, K. (2014, July 19). Professional development vs. professional learning. Dr. Kristen Mattson: Educating Digital Citizens https://www.drkmattson.com/post/professional-development-vs-professional-learning
   Google Scholar
• Moonasar, A., & Underwood, P. G. (2018). Continuing professional development opportunities in information and communication technology for academic librarians at the Durban University of technology. South African Journal of Libraries and Information Science, 84(1), 47–55. https://doi.org/10.7553/84-1-1759
   Web of Science ®Google Scholar
• Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19–30. https://doi.org/10.1016/j.tate.2018.09.004
   Web of Science ®Google Scholar
• Rafique, R. (2022). Self-initiated technology-mediated professional development activities: A small-scale qualitative study with eight English teachers in Bangladesh. BELTA Journal, 6(1), 1–16. https://doi.org/10.36832/beltaj.2022.0601.07
   Google Scholar
• Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the Continuation of Teaching and Learning During the COVID-19 Pandemic – Annotated Resources for Online Learning. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf
   Google Scholar
• Russell, M., Carey, R., Kleiman, G., & Venable, J. D. (2009). Face-to-face and online professional development for mathematics teachers: A comparative study. Journal of Asynchronous Learning Networks, 13(2), 71–87. https://doi.org/10.24059/olj.v13i2.1669
   Google Scholar
• Savvidou, C. (2023). Online teacher education in times of crisis: Listening to teachers’ voices during COVID-19. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 83–98). Springer. https://doi.org/10.1007/978-981-99-0514-0_6
   Google Scholar
• Scherff, L. (2018, January 4). Distinguishing professional learning from professional development. REL Pacific: Regional Educational Laboratory. https://ies.ed.gov/ncee/edlabs/regions/pacific/blogs/blog2_DistinguishingProfLearning.asp#:~:text=Professional%20development%2C%20which%20“happens%20to,and%20customized%20to%20teachers%27%20needs
   Google Scholar
• Shackleton, J. (2021). Understanding the effectiveness of professional development opportunities for teachers delivered remotely. English for Education Systems, Middle East & North Africa – Report. British Council.
   Google Scholar
• Shrestha, S., Haque, S., Dawadi, S., & Giri, R. A. (2021). Preparations for and practices of online education during the Covid‐19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 27(1), 243–265. https://doi.org/10.1007/s10639-021-10659-0
   PubMed Web of Science ®Google Scholar
• Tafazoli, D. (2021). CALL teachers’ professional development amid the COVID-19 outbreak: A qualitative study. CALL-EJ, 22(2), 4–13.
   Google Scholar