Teacher Learning and Scalable Continuing Professional Development in the Context of Global Emergencies: 5 Years on from the Global Uncertainties of the Covid-19 Pandemic

The global tragedies and profound public health and social uncertainties caused at the time of the Covid-19 pandemic placed a significant global spotlight on the role of schools and teachers for social stability. With educational closures and ‘emergency’ digital and online learning for many, schools, colleges and Universities were forced to adopt just-in-time measures and protocols to provide for leaners and communities the best they could. However, the Covid-19 pandemic – while recognizing its global scale and potential lasting impact – is but one example of global emergency many of which continue today. What have we learnt from forced and emergency educational practices that on reflection we might now apply to the teacher training and professional learning of today, these 5 years later, to ensure that we are better equipped for future regional, national and global disasters and their uncertainties? What have we learnt that might enable us to plan for a more responsive teacher workforce through recommendations for teacher Continuing Professional Development (CPD) and future professional learning? This Research Topic invites contributions that examine how lessons from the COVID-19 pandemic and other global emergencies can inform the future of teacher learning and professional development. We are particularly interested in research addressing the following questions: • What lessons from emergency teaching during COVID-19 can inform sustainable models of teacher CPD? • How can teacher education systems become more scalable, agile and resilient in times of crisis? • What forms of professional learning help educators maintain educational quality during disruption? • How can CPD support educators in safeguarding students’ right to education during emergencies? • What implications arise for policy, leadership and educational governance?In this Research Topic we recognize the central importance of teacher learning, training and educational leadership in a sustainable and scalable way to help ensure educational practices might continue - albeit sometimes in a changed form - during times of emergency and disaster. We also recognize the central importance of education for wellbeing, community safety, public information and to protect future national and global economies. Given this, we see implications from the pandemic for teacher training and development to be a collective and shared responsibility across a range of disciplines and as such we would welcome contributions from a wide range of colleagues all of whom might have a voice in thinking about what teachers might need for their CPD to ‘future-proof’ educational functions. We would be interested in hearing from researchers from, but not exclusively, the fields of education (all sectors and age-ranges), public and allied health, psychology, sociology, youth work and social work. Our focus is on what can we suggest teacher learning might need to be sustainable for an uncertain global future and what might this mean for policy, leadership and practice. Topic editors: Dr Warren Kidd, Anastasia Misirli, Maria Dardanou Source: https://www.frontiersin.org/research-topics/79223/teacher-learning-and-scalable-continuing-professional-development-in-the-context-of-global-emergencies-5-years-on-from-the-global-uncertainties-of-the-covid-19-pandemic