Abstract:

The global health crisis of the COVID-19 pandemic led to an unprecedented shift in teachers' pedagogical practices to adapt to online and blended teaching (OBT) (Lockee, 2021). One lesson that emerged from this crisis is the necessity for quality and ongoing professional development for teachers. The importance of collaboration with other teachers within the school and, more broadly, greater collaboration and communication among teachers, irrespective of their geographical locations, became apparent. (UNESCO,2020).

The need for peer support and collaboration among teachers has not emerged because of the pandemic, but the situation at hand reinforced it. In his earlier work, Hargreaves (2003) pointed out that 'sharing ideas and expertise, providing moral support when dealing with new and complex challenges…this is the essence of solid collegiality and the basis of effective professional communities' (p.109).

Pedagogical transformation happens when teachers engage in reflective processes, co-create knowledge, and restructure their teaching practices for a new era. It involves creating an 'open, communicative space' (Kemmis & McTaggart, 2009) that encourages dialogue and collaboration. This process also requires a learning environment where teachers can share their evolving pedagogical practices with colleagues, acting as 'critical friends' (Pellerin, 2011).

Ongoing, peer-to-peer, and collaborative professional development requires an approach that fosters a community of learning and inquiry, such as collaborative action research (CAR) (Pellerin, 2011). The surge in online technologies due to remote teaching has reshaped how teachers communicate, collaborate, and share knowledge. It also contributed to rethinking how professional development requires teachers to reflect on their practice and become agents of transformation and change in a new digital era.

This paper presents Online Collaborative Research (OCAR) as a professional development (PD) model. In particular, the paper discusses the adoption of the OCAR as a PD model with teachers in rural Canadian settings during and after the pandemic. It also presents the results from focus groups with teachers, showcasing the impact of OCAR as a transformative approach to PD in the digital era. In conclusion, the paper discusses how the OCAR model for PD aligns with the UNESCO suitable goals for equitable access to quality teacher professional development.

References:
[1] Hargreaves, Andy. (2003). Teaching in the Knowledge Society: Education in the age of insecurity. New York, NY: Teachers College Press.
[2] Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 559–604). Thousand Oaks, CA: Sage.
[3] Lockee, B.B. Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era. Education Tech Research Dev 69, 17–20 (2021). https://doi.org/10.1007/s11423-020-09836-8
[4] Pellerin, M. (2011). University–school collaborative action research as an alternative model for professional development through AISI. AISI Journal, 1(1), article 1. Retrieved from http://www.uleth.ca/education/sites/education/files/AISI%20V1%201%201%20Fall%202011.pdf
[5] UNESCO. (2020). Supporting teachers in back-to-school efforts after COVID-19 closures: A toolkit for school leaders. https://unesdoc.unesco.org/ark:/48223/pf0000373479

Keywords:

Online collaborative action research, teacher professional development, community of learning and inquiry, digital technologies, peer support, transformation.