This qualitative study dug out the lived experiences on online professional development of seven public school teachers in Ibajay West District, Division of Aklan through the use of phenomenological research design. The study revealed through the in-depth interviews with the participants that online professional development programs provided the participants with a meaningful, efficient, and evident learning that are of great help in their personal and professional growth. Poor internet connectivity, lack of interaction and collaboration among participants, less connection between the speaker and listeners, and health issues were the predominant challenges that the participants have experienced during online professional developments. However, they also confronted struggles on maintaining a balance between the demands of work and home chores, as well as failures on connectivity and efficient engagement on online activities due to the complex technical use of ICT, poor internet connections and the distractions that prevent them from focusing which also take a toll on their mental health. Teachers surmounted these challenges by employing a positive attitude towards it, keeping their faith in God, and managing their time properly. A proposed intervention program to address the results of the study was done to provide assistance and alternative solutions to the problems and experiences of teachers in online professional development programs. The project targets to establish partners and linkages in order to easily deliver the desired services effectively.
stories, narratives, online professional development, challenges, coping mechanisms, phenomenology
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Ahmad, S. N., Thangal, T. B. T., Misman, F. N., Yunos, N. M., Alimon, N. I., & How, H. E. (2022). Exploring Social Cognitive Learning in The Online Learning Environment. International Journal of Academic Research in Business and Social Sciences, 12(10), 1947 – 1966.
Alimirzaee, H., & Ashraf, H. (2016). On the effect of online peer knowledge sharing on Iranian EFL teachers’ professional development. Theory and Practice in Language Studies, 6(1), 134- 146
Alzahrani, F. Y., & Althaqafi, A. S. (2020). EFL teachers’ perceptions of the effectiveness of online professional development in higher education in Saudi Arabia. Higher Education Studies, 10(1), 121-131
Beach, P., Favret, E., & Minuk, A. (2021). Online Professional Development in Canada: A Review of the Research. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 47(2).
Bliss, Linda C. (2016). Phenomenological Research: Inquiry to Understand the Meanings of People’s Experience
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728.
Creswell, JW. (2013). Steps in Conducting a Scholarly Mixed Methods Study.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199
DeWert, M., Babinski, L. M., & Jones, B. D. (2003). Safe Passages: Providing Online Support to Beginning Teachers. Journal of Teacher Education, 54(4), 311-20.
Harasim, L. (2012). Learning Theory and Online Technologies. Routledge. Retrieved from https://www.learning-theories.com/online-collaborative-learning-theory-harasim.html
Harasim, L. (2000). Shift happens Online education as a new paradigm in learning. Internet and Higher Education. 3(1-2), 41-61.
Healy, S., Block, M., & Kelly, L. (2020). The impact of online professional development on physical educators ‘knowledge and implementation of peer tutoring. International Journal of Disability, Development and Education, 67(4), 424-436.
Kim, K., Morningstar, M.E., Erickson, A.G. (2011) Strategies for Successfully Completing Online Professional Development. International Journal of Knowledge Content Development & Technology Vol. 1, No. 2, 43-51.
Kopzhassarova, U.K., Akhmetov, D.R., Mustafina, A.S., & Akhmetova, D.R. (2019). Online Professional Development as a way to provide high quality learning for teachers.
Liao, Y. C., Ottenbreit-Leftwich, A., Karlin, M., Glazewski, K., & Brush, T. (2017). Supporting change in teacher practice: Examining shifts of teachers’ professional development preferences and needs for technology integration. Contemporary Issues in Technology and Teacher Education, 17(4), 522-548.
Maandag, D.W., Helmz-Lorenz, M., Lugthaart, E., Verdake, A. T., &Van Veen, K. (2017) Features of Effective Professional Development Interventions in Different Stages of Teacher’s Career.
Mizell, H. (2010). Why Professional Development Matters. Learning Forward. 504 South Locust Street, Oxford, OH 45056.
Poole, T., Fitzgerald, A., & Dann, C. (2020). Effective online professional development: Teacher perceptions, practices, and preferences
Sanders, C. (2003). Application of Colaizzi’s method: Interpretation of an auditable decision trail by a novice researcher.
Sadeghi, K., & Richards, J.C. (2021). Professional development among English language teachers: Challenge’s and recommendations for practice. Heliyon, 7. Doi: 10.1016/j.heliyon.2021.e08053.
Stefanec, E. (2021). Challenges and barriers to Austrian early childhood educators’ participation in online professional development programmes.
Tong, F., Irby, B. J., Lara-Alecio, R. (2015). Teachers’ Perception of Virtual Professional Development in a Randomized Control Trial, Retrieved from https://www.ijntr.org.
Wilichowski, T., Cobo, C., Patil, A., Quota, M. (2021). How to Enhance Teacher Professional Development through Technology: Takeaways from Innovations Across the Globe.
Wynants, S & Dennis, J. (2020). Professional Development in an Online Context: Opportunities and Challenges from the Voices of College.
Xerri, D. (2014). Teachers’ use of social networking sites for continuing professional development. In Ġ. Mallia (Ed.), The Social Classroom: Integrating Social Network Use in Education (pp. 441–464). IGI Global.
Xue, S., Hu, X., Chi, X., & Zhang, J. (2021). Building an online community of practice through WeChat for teacher professional learning. Professional Development In Education 47(4), 613–637. https://doi.org/10.1080/19415257.2019.1647273.
Cite this article:
Senatin, A.M. & Barrios, R.T. (2023). Stories and Narratives of Teachers on Online Professional Development. Industry and Academic Research Review, 4 (1), 65-72.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
