Transforming Distance Education for Teachers’ Continuous Professional Development

Abstract

This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.