Inclusive, collaborative and personalised professional development process for the post–emergency remote teaching era: The importance of virtual professional learning networks

Abstract

Emergency remote teaching process was initiated as a solution to the crisis of Covid–9 pandemic in order to ensure the sustainability of education. While being expected to quickly adapt to the sudden changes brought by the pandemic, educational institutions, teachers, students and parents were observed to come across many challenges during this process. The review article aims to focus on the types of challenges teachers experience during the emergency remote teaching process and identify the characteristics of the professional development process they require in this period. Considering the pedagogical, psychological and student–related difficulties, it is suggested that the professional development support teachers need should be provided with a multidimensional and holistic approach. Specifically, this paper highlights how virtual professional learning networks can play an important role in meeting the professional development needs of teachers arising both during and in the post Covid–19 pandemic period.