Virtual team professional learning and development for practitioners in education

Abstract

Surprisingly little has been written about the notion of virtual teams in schooling contexts and less on the role of virtual teams in the professional learning and development (PLD) of teachers. Virtual teams are groups that use technologies to collaborate to address common goals. Members may work at in different locations, in different organisations, or at different times so that the electronic communication media becomes an important feature in the feasibility of the work. Increasingly, technologies are used to support practitioners' (leaders and teachers) professional learning. In this conceptual article, we draw on research literature from online and blended professional learning and development to conceptualise what is important to consider when establishing virtual teams for the purpose of practitioners' learning. Specifically, we address the question: what are the characteristics of virtual teams that can serve the purpose of professional learning and development in schools? A technology-enriched planning model for institutions with an interest in establishing and maintaining a virtual team approach to PLD (VTPLD) is provided. We consider three strategic characteristics for PLD: (relevance, collaboration and a future focus) to address how virtual teams can support professional learning for teachers. ARTICLE HISTORY

Lifestyle Sports and Physical Education Teachers’ Professional Development in the United Kingdom: A Qualitative Survey Analysis

“…Alongside declaring their preferences towards the format of lifestyle sport CPD, participants also identified the major factors currently restricting their engagement with such provision. Consistent with existing research (see Charteris et al [87]), logistical issues such as time and funding were cited as barriers preventing engagement with lifestyle sport CPD. Moreover, the participants indicated that they lacked an awareness of how to source and access lifestyle sport CPD, which significantly hindered their attendance [55].…”

“…In addressing this area, the findings from this research indicate that the participants prefer the use of online CPD and social media to access lifestyle sport content. While there are challenges associated with online CPD (e.g., practical relevance, reduced social interaction), the participants believed this approach would allow them to save time and travel in comparison to face-to-face alternatives [87], while helping to "fill specific gaps in teacher education and knowledge" [47] (p. 11). Recent research has argued that online CPD formats (e.g., webinars, podcasts, online workshops, virtual conferences) are transforming the landscape of PE teacher learning by reducing isolation and enabling customised approaches which impacts upon practice [47,86,88].…”

“…While personal, professional, and contextual factors impact upon PE teachers' ability to learn and access CPD [50], PE teachers should try to take responsibility for their own CPD and not solely rely on their institution for support, as the evidence suggests this is not always available. Traditional face-to-face formats of PE-CPD are "constrained by travelling distances, associated costs, and difficulties finding relief staff" [87] (p. 640). Therefore, PE teachers should actively source and engage with innovative and cost-effective forms of CPD, such as online learning (e.g., webinars, online conferences, podcasts) and social media [47,89,90], to enhance their knowledge and understanding of lifestyle sports.…”

Designing Virtual Teams for K-12 Teachers

“…A recent article by Charteris et al (2021) discussed the shift K12 teachers experienced from in-person to virtual teams due to the COVID-19 pandemic. Drawing on a professional learning and development (PLD) framework from the Australian Institute for Teaching and School Leadership (AITSL, 2012), Charteris et al (2021) discuss how practitioners in education can use virtual teams to deliver PLD that is relevant, collaborative, and futurefocused. Since literature is almost absent on virtual teams for K12 teachers, Charteris et al (2021) call for more research and models for virtual team application in education to support teacher PLD.…”

“…Drawing on a professional learning and development (PLD) framework from the Australian Institute for Teaching and School Leadership (AITSL, 2012), Charteris et al (2021) discuss how practitioners in education can use virtual teams to deliver PLD that is relevant, collaborative, and futurefocused. Since literature is almost absent on virtual teams for K12 teachers, Charteris et al (2021) call for more research and models for virtual team application in education to support teacher PLD. Overall, Charteris et al (2021) found that teachers successfully transitioned into virtual teams during the pandemic and need continued PLD that supports their contexts.…”