This article explores the developments of educators' knowledge and practices in online teaching and learning as their professional development during the COVID-19 pandemic. The study begins with the question, "How do I improve my online teaching and learning knowledge?" The research is grounded in two models: the CRASP model (teachers' Critical attitude, Research into teaching, Accountability, Self-evaluation leading to Professionalism) proposed by Zuber-Skerrit (1992) and Fuller’s (1969) Concerns Based Model of Teacher Development (CBMoTD. The educators' critical attitude and skills towards their own knowledge of online teaching and learning were identified as areas that required professional development to support students' achievement at tertiary levels. Participants were two educators working with tertiary students (N=250) in the Initial Teacher Education in New Zealand. Data were collected through observations and collaborative discussions. The educators' investigation of their own practice highlighted the need for developing insights in their own professional development, including online teaching and learning, maintaining the objectives and quality of the course, and quality assessment. Interpretive Phenomenological data Analysis and Inductive methods were utilised to analyse the data. The findings highlighted students' accomplishments when a caring approach was implemented instead of a traditional task-driven approach. The findings will benefit course developers, educators, and students in online teaching settings by prioritising student care as the core of any educational settings.
Hierdie studie ondersoek die invloed van ʼn intervensieprogram op Graad R-opvoeders se ervaring van hul professionele ontwikkeling. ʼn Intervensieprogram is saamgestel op grond van basislyndata omtrent deelnemers se voorkennis van spelgebaseerde geletterdheid, die deelnemers se vrese en bekommernisse omtrent die volg van ʼn spelgebaseerde benadering vir Graad R-leerders, asook die deelnemers se behoefte betreffende die onderrig van spelgebaseerde geletterdheid. Die intervensieprogram is voorts deur middel van deelnemende aksienavorsing ontwerp. Aangesien die intervensieprogram op die professionele ontwikkeling van opvoeders fokus, is daar van drie modelle as teoretiese raamwerke gebruik gemaak. Die CRASP I- en CRASP II-modelle fokus op die professionele ontwikkeling van opvoeders, terwyl die bekommernissegebaseerde model van onderwysersopleiding opvoeders bewus maak van moontlike vrese en bekommernisse ten opsigte van hul onderrig en hulle dan help om hierdie vrese te oorkom. Empiriese data is deur middel van kwalitatiewe data-insamelingsmetodes gegenereer. Die metodes het navorsingsrefleksiejoernale van die deelnemers en die navorser, samewerkende besprekings, semigestruktureerde fokusgroeponderhoude, observasie, oopeindevrae en oopeinde-onderhoude ingesluit. Die bevindinge van die studie dui daarop dat die deelnemers die intervensieprogram baie positief beleef het. Die bevindinge dui verder daarop dat die deelnemers na afloop van die intervensieprogramme meer insig in leerders se agterstande asook insig in hul eie onderrigmetodes gekry het. Die deelnemers aan die studie se selfvertroue in die benutting van spelgebaseerde onderrig het verbeter sodat hulle meer doelgerig kon onderrig en beplan. Die deelnemers het verder daarop gewys dat hul kennis in so ʼn mate verbeter het dat hulle leerders met uitdagings beter kan identifiseer en dienooreenkomstig kan ondersteun. Die studie, bevindinge en aanbevelings kan ʼn bydrae lewer tot die professionele ontwikkeling van opvoeders betreffende die onderrig van spelgebaseerde geletterdheid.
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