Continuous Professional Development of Teachers in India amid Covid-19 Crisis Leveraging ICT Tools in Online Environment

Abstract

Purpose: The study aims to find out the measures adopted by universities in India to provide continuous professional development for faculty by using various online tools and techniques during COVID- 19 pandemic lockdown.

Design/Methodology/Approach: The study was conducted using secondary data available on various online platforms and institutions websites. Secondary data available in the form of external and internal communications issued by universities, colleges and NGOs in the form of e-circulars, e-brochures, academic activity reports of lockdown period were considered for gathering the data. Data in the form of e-banners, brochures, pamphlets related to continuous professional development activities such as webinars, virtual faculty development programmes, online/virtual conferences and workshops was searched on social media such as WhatsApp Groups and other social networking platforms created by academic fraternity to share information for educational purposes. The data collated pertained to continuous professional development activities conducted by educational institutions in India from April 2020 to June 2020 only.

Findings: Results of the study showed that central and state-run educational institutions in India took leverage of the technology by successfully conducting numerous professional development activities beneficial for knowledge enhancement and career advancement of university/ college teachers and growth of the educational institution. However, findings also indicated some key challenges faced by institutions and faculty in providing and getting training in online environment during the complete lockdown declared due to COVID-19 pandemic.

Originality/Value: The paper is original research work based on secondary data analysis. This paper will provide insight to the policy makers, educational practitioners and trainers into the use of online technology for continuous professional development programmes for career and knowledge advancement of faculty. The paper provides suggestions to make continuous professional development programmes for teacher community more useful and effective in the online environment.