Open AccessPreparing teachers for emergency remote teaching: A professional development framework for teachers in higher education
Author(s) -
Ishaq Al-Naabi,
Jo-Anne Kelder,
Andrea Carr
Publication year - 2021
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.18.5.4
Subject(s) - thematic analysis , professional development , faculty development , context (archaeology) , higher education , closure (psychology) , distance education , pedagogy , medical education , psychology , qualitative research , mathematics education , sociology , medicine , political science , paleontology , social science , law , biology
COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.