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.
- The study presents a framework for professional development of university teachers during emergency remote teaching, based on a systematic review of literature of professional development between 2010 and 2020.
- The framework includes design considerations and support considerations to help higher education institutions design sound professional development provisions.
- The framework can help higher education.
- The framework can aid higher education institutions in evaluating their professional development provisions during emergency remote teaching.
- Following the considerations outlined in the framework, higher education providers can better select professional development opportunities for teachers to improve teaching and learning practices during emergency remote teaching.
Al-Naabi, I., Kelder, J., & Carr, A. (2021). Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education. Journal of University Teaching & Learning Practice, 18(5). https://ro.uow.edu.au/jutlp/vol18/iss5/4