Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic

Abstract

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures.

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

“…Participants needed the guidance and confidence factor from the SI to promote CPD. In regard to providing SBPS, Emily found the guidance and feedback from the SI extremely useful, similar to Moorhouse et al's (2021) study, in that a trusting relationship is an important factor for CPD to succeed:…”

“…Research on effective professional support that leads to pedagogical change suggests that it should occur over an extended period with sufficient intensity and allow for collaboration and support from various stakeholders, including teachers, school administrators and external experts (Moorhouse et al, 2021). Therefore, it appears timely to investigate how SBPS and technology can impact teachers' CPD during a pandemic and its potential outcomes, given that technology-integrated CPD was necessary to support teacher learning at this time.…”

“…However, due to the impact of the pandemic, teacher support and professional development needed to be re-evaluated. Although there has been a similar study focusing on SBPS in Hong Kong (Moorhouse et al, 2021), there has been little school-based research using technology to facilitate SBPS. The present study examined how technology can play a role in providing SBPS for a group of English-as-a-second language (ESL) teachers from the same primary school in Hong Kong.…”

Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic

“…For instance, novice teachers could be provided with a supportive environment through peer-mentoring methods in order to facilitate professional development and alleviate job-related stress and anxiety (Ghasemi, 2022b ). However, due to the new stressors and limited social contact during the pandemic, remote school-based professional support through building trust and positive relationships between administration and teachers by the supervisor as a mediator could be a key factor in improving their psychological distress (see Moorhouse et al, 2021 ).…”

The Southeast Asian Conference on Education 2021: Official Conference Proceedings

“…In February 2021, the EDB gave kindergartens and schools in Hong Kong permission to resume face-to-face classes under the condition that school staff take regular Covid-19 tests. As a result, many kindergartens welcomed these regulations and continued on-site teaching practices (Moorhouse et al, 2020).…”