Abstract
This report explores the challenges of continuing professional development (CPD) for
teachers during the COVID-19 pandemic and is grounded in the theoretical framework of social constructivism and change management principles. The
challenges faced by teachers during the pandemic included stress and uncertainty
related to the pandemic; lack of clear guidance and support from the Department of Education and Senior Management Teams; variability in approaches and resources
among schools; and digital literacy challenges. The literature review explored various
aspects of CPD, including digital literacy in education; teacher well-being during
CPD; CPD programmes' nature and essence and teacher agency and communities
of practice during CPD. The interpretive, generic qualitative methodology included semi-structured interviews and document analysis to explore teachers' perceptions
and experiences of CPD during the pandemic. The findings revealed several themes, including the challenges faced during the pandemic, teacher-led solutions, and recommendations for improving CPD programmes. However, the study also found that teachers employed various solutions including collaboration and support among themselves and community members; experimentation; knowledge-sharing; and trial and error in finding solutions. Based on the findings, the report recommends
empowering teachers by giving them agency in their professional development and building on the effectiveness of pre-COVID-19 CPD programmes. These recommendations could enhance the effectiveness of CPD programmes particularly
in times of crises and ensure that teachers receive the support and resources
necessary for the continuation of effective teaching and learning.
Keywords: Continuous professional development, communities of practice, COVID-
19, digital literacy, mental well-being, teacher agency.