Impact of Continuous Online Professional Development on Teacher Competency

Published Paper PDF: View PDF

Om Prakash

Independent Researcher

Madhya Pradesh, India

Abstract
Continuous online professional development (COPD) has become a transformative approach for fostering teacher competency in an era characterized by rapid technological advancement and shifting educational paradigms. Unlike traditional, episodic professional development workshops, COPD offers sustained, flexible, and contextually relevant learning opportunities that are accessible anytime and anywhere. This extended abstract unpacks the multifaceted ways in which COPD enhances teacher capacity across pedagogical knowledge, technological proficiency, instructional design, and self‑efficacy. Drawing upon a convergent mixed‑methods study involving 250 in‑service K–12 teachers, we report pre‑post quantitative improvements in competency measures—revealing average gains exceeding one standard deviation in technological proficiency and instructional design skills—and integrate qualitative insights that illuminate the mechanisms driving these changes. Teachers attributed their growth to scaffolded learning pathways, interactive peer forums, real‑world application projects, and ongoing facilitator support. They emphasized that the asynchronous modules allowed them to reflect deeply on their practice, while the synchronous webinars and discussion boards built a sense of professional community that motivated sustained engagement. Importantly, COPD enabled participants to personalize their learning trajectories by selecting modules aligned with their individual needs and school contexts, thereby maximizing relevance and transferability to classroom practice. This research contributes to the literature by demonstrating that well‑structured COPD can yield robust, multidimensional competency gains and by identifying design features critical for program success. We conclude with recommendations for policymakers and educational leaders: invest in reliable digital infrastructure, embed COPD within school improvement plans, facilitate local learning cohorts, and leverage data analytics to monitor progress and tailor support.

Keywords

Continuous Online Professional Development, Teacher Competency, Technological Proficiency, Pedagogical Knowledge, Self-Efficacy

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