The Impact of Digital Transformation in Teachers' Professional Development During The COVID-19 Pandemic

Ayden Kahraman1 and Huseyin Bicen2

  1. Department of Computer Education & Instructional Technology, Near East University
    99138, Nicosia, Cyprus
    aydenkahraman@gmail.com
  2. Department of Computer Education & Instructional Technology, Near East University
    99138, Nicosia, Cyprus
    huseyin.bicen@neu.edu.tr

Abstract

This article presents a study conducted to reveal the positive and negative aspects of professional development programs conducted to teachers in distance education during the novice COVID-19 pandemic and investigates whether the programs contributed to the digital transformation competencies the teachers acquired through these programs. The case study was carried out with a total of 30 teachers, who took part in the study voluntarily. Qualitative and quantitative data collection methods were used in order to ensure the validity, reliability, and consistency of the research. Once the teacheroriented professional development program was completed, the teachers were subjected to an achievement test and a self-assessment questionnaire. A focus group interview was conducted to collect various views of 18 teachers regarding the program. This study also reveals that teacher-oriented professional development programs can be applied efficiently through online education and have a crucial role in strengthening and enhancing the technical competencies of the teachers involved in distance education.

Key words

COVID-19; pandemic; teacher development, online teaching, distance education, digital transformation

Digital Object Identifier (DOI)

https://doi.org/10.2298/CSIS211017028K

Publication information

Volume 19, Issue 3 (September 2022)
Year of Publication: 2022
ISSN: 1820-0214 (Print) 2406-1018 (Online)
Publisher: ComSIS Consortium

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How to cite

Kahraman, A., Bicen, H.: The Impact of Digital Transformation in Teachers' Professional Development During The COVID-19 Pandemic. Computer Science and Information Systems, Vol. 19, No. 3, 1565-1582. (2022), https://doi.org/10.2298/CSIS211017028K