Authors : Dr. N. Roopsing Naik; J. Bhaskar

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/ycxkb4nv

Scribd : https://tinyurl.com/4ahp4fse

DOI : https://doi.org/10.5281/zenodo.14944967

Abstract : A recent report from the Education Development Centre (EDC) examines different methods of distance learning and their impact on the professional growth of educators in low-resource settings. Additionally, it gathers best practices for the design and execution of distance learning initiatives. For educators worldwide, the COVID-19 pandemic may be permanently remembered as a pivotal moment that propelled professional development into the realm of remote learning. Although the initial transition was fraught with technical and pedagogical challenges, many educators gradually experienced a shift from frustration to satisfaction in various contexts. Numerous teachers found enjoyment in remote learning and adapted to teaching through technological means. Some even concluded that distance learning could rival traditional in-person instruction under specific conditions (Burns, in press; Watkins, 2021). Education systems recognized the potential to offer a broader range of professional learning opportunities by utilizing distance technologies, thereby enhancing convenience for teachers. As a result, three years later, distance learning— whether utilized independently or in conjunction with face-to-face instruction—has emerged as a widely accepted alternative and complement to traditional learning methods. This significant change has greatly impacted the occurrence and structure of professional development for educators across various regions (Burns, in press). The growing acceptance of distance education, the readiness of educators to participate in remote professional development, and the availability of various learning opportunities are indeed encouraging advancements. However, these factors have not addressed the enduring and legitimate concerns about the quality, relevance, and effectiveness of distance- based professional development for teachers.

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