Teacher educators' experiences with online professional development: a critical incident analysis

ALAGÖZ HAMZAJ Y., GÜVEN M.

OPEN LEARNING, 2026 (ESCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/02680513.2026.2655215
  • Dergi Adı: OPEN LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Communication Abstracts, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Library, Information Science & Technology Abstracts (LISTA), Psycinfo
  • Anadolu Üniversitesi Adresli: Evet

Özet

This study investigates teacher educators' experiences of online professional development (OPD) using the critical incident technique, providing a nuanced understanding of its effectiveness, strengths and challenges. Data were collected through an online questionnaire with open-ended items designed to capture teacher educators' OPD experiences. The study also examines commonly used platforms, factors shaping the choice to use them (e.g. accessibility, interactivity, content quality), and demographic differences. While OPD is valued for its flexibility, convenience and ability to foster global engagement, challenges such as limited interaction and difficulties in delivering hands-on training persist. The findings emphasise the need for enhanced interactivity, structured content delivery, and tailored approaches to better meet the diverse needs of teacher educators. By addressing these areas for improvement, this study offers actionable insights to advance the design and implementation of OPD, ensuring its impact aligns with the evolving demands of teacher education in the digital era.