Abstract 6 (January 2022) Vipin Sharma


International Refereed/ Peer Reviewed Journal of Education

Vol. 8 (1) Jan 2022, pp. 50-58, E-ISSN: 2395-7344, P-ISSN: 2320-9526

Title:  Professional Development for Teachers: Learning in New Reality

Article DOI: 10.46704/pol.2022.v08i01.006

Vipin Sharma,Faculty & Director of the Planning & Development Unit at the English Language Institute, Jazan University, Jazan in Saudi Arabia. E-mail: vksharma@jazanu.edu.sa


Since the awful ‘coronaviruses’ interrupted our everyday rhythms and consciousness, life has changed dramatically. Students and teachers have been impacted by the global closures of all educational institutions and training activities. The difficult circumstances have brought to light the main schisms that are ushering in the digital era. The influence of COVID on teachers’ professional growth is highlighted in the essay, putting educational achievements in jeopardy. On the other hand, it highlights the great creativity in answers to enhance learning and teaching. The article also attempted to reflect on, reread, and renew the commitment to teacher professional development that he or she had previously demonstrated. Institutions must ethically support instructors and provide a variety of constructive efforts to help them recover their confidence, strength, and resilience in order to help students and compensate for learning losses through consistent instruction. The article concludes with some recommendations for supporting teachers not only academically, but also emotionally and technologically, in order to restore their confidence, motivation, and belief in more flexible, equitable, and inclusive educational systems; this, in turn, would prevent the learning crisis from becoming a generational disaster in the future.

Keywords: Professional Development, COVID, Teaching and Learning, ICT Skills, Learning Crisis, Reflective Practice, Academic Achievement.