engleski

The Importance of Learning Flexibility: How COVID-19 Transformed Our Teacher Professional Development Programme

Consequences of the COVID-19 pandemic can be felt in various areas of life. Many scientific research projects which were planned before this health crisis have been suspended or delayed. Our research project, titled “Teacher Professional Development Aimed at Improving Student Learning Outcomes in Biology and Mathematics”, was initially divided into four phases. The first project phase, which began in December 2018, has been completed according to the plan. We have analysed the relevant literature and wrote several review paperson effective professional development and biology and mathematics teaching. Afterwards, we started our action research aimed at developing a professional development program for biology and mathematics teachers in Croatia. The third, experimental phase will examine the effectiveness of our professional development program with regard to student learning outcomes in biology and mathematics. In the fourth phase, based on the results of action and experimental research, we expect to propose an effective professional development program for biology and mathematics teachers. The current, i.e. action research phase of our project began in December 2019. Prior to the pandemic, our teacher professional development program comprised blended learning experiences. Several lessons from each teacher were video-taped and posted on an online forum, where the teachers and the research team members reflected on the videos by providing encouraging and corrective feedback. They also engaged in face-to-face communities of practice, only two of which were held in February 2020. In March 2020, due to the pandemic, all schools moved learning online and the project was therefore temporarily suspended. Considering the circumstances, we have not been able to follow the project plan strictly, so our action research has been re-directed towards fonding new learning methods for teachers in order to keep providing high-quality professional development. In November, we re-established our communities of practice. Instead of face-to-face meetings, we opted for Zoom, which allows us to organise video conferences with the teachers and research team members. At our online communities of practice we discuss the features of high-quality biology and mathematics teaching. We have also resumed our visits to schools, where we continued videotaping classes. Moreover, the teachers and research team members continue to participate in discussions on recorded lessons at the forum. The initial project plan was to provide teachers mainly with face-to-face learning opportunities. However, due to COVID-19, which prevented us from organising communities of practice in person, we have realised the advantages of online professional development. Under these conditions, it is relatively easy to schedule video conferences, reflect on the recorded lessons eficiently and practice collaborative learning via Zoom breakout rooms. We have also reduced the costs arising from organising face-to-face meetings and increased our flexibility in terms of time and space. These advantages of online learning will also be applied in the experimental phase of the project. Thus, we have recognised the times of uncertainty and crisis as a challenge that may be addressed by action research, as it allows for creative solutions to such issues.

teacher professional development ; e-learning ; community of practice ; action research ; COVID-19

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