[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601283-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601283-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","adaptive-professional-development-during-the-pandemic","Adaptive Professional Development during the Pandemic","","In Sweden, upper secondary school teachers transitioned to emergency remote teaching in 2020 amid the covid-19 outbreak. The paper describes a design-based research intervention in which professional development was built using the Blended Learning Adoption framework to strengthen teachers’ online instructional practices. Twenty-six teachers participated over six months. Thematic analysis showed the pandemic drove change for many teachers, while also generating new challenges including online cheating, ethical concerns when accessing students’ private homes by camera, and limited guidance for managing disengagement. Findings highlight adaptive PD value and transfer of intervention ownership.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/adaptive-professional-development-during-the-pandemic/601283/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/adaptive-professional-development-during-the-pandemic/601283.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What professional development model guided the intervention?","Question",{"text":63,"@type":64},"The intervention used the Blended Learning Adoption framework to design professional development for teachers’ online teaching practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How long did the teacher participation last, and how was data analyzed?",{"text":68,"@type":64},"Twenty-six teachers participated for six months, and the data was analyzed using thematic analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What new online teaching practices emerged, and what challenges persisted?",{"text":72,"@type":64},"Emerging practices included using parallel breakout rooms with special needs pedagogues and re-grouping students to support varied collaboration. Challenges included new ways of cheating, ethical issues with camera access to students’ homes, and lack of guidelines for handling disengagement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601283,1792193072,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Adaptive Professional Development during the Pandemic  \nNINA BERGDAHL   \nABSTRACT  \nIn Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of covid-19 . This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students’ private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher’s professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.  \nCOLLECTION: REMEDIATION OF LEARNING  \nRESEARCH  \nCORRESPONDING AUTHOR:  \nNina Bergdahl  \nStockholm University, SE  \n[ninabe@dsv.su.se](ninabe@dsv.su.se)  \nKEYWORDS:  \nprofessional development; upper secondary; COVID-19; distance education; ERT  \nTO CITE THIS ARTICLE:  \nBergdahl, N. (2022) . Adaptive Professional Development during the Pandemic. Designs for Learning, 14(1), 1–13. DOI:  \n[https://doi.org/10.16993/](https://doi.org/10.16993/)[ ](https://doi.org/10.16993/)[dfl.172](dfl.172)  \nINTRODUCTION  \nEven during a pandemic, the teachers are to design learning that is inclusive and engaging (Kirschner, 2015; Nortvig et al., 2018) . However, research undertaken during the outbreak of covid-19 in March 2020 identified that teachers were left to their own devices in transforming in-person to online teaching (Bergdahl & Nouri, 2020), that many teachers were novices to online teaching and learning and faced new challenges (Bond et al. 2021; Lockee, 2020; Trikoilis & Papanastasiou, 2020), highlighting a heightened need for teachers’ professional development (PD) during the pandemic. PD during the pandemic has had diverse foci. Although there have been several PD initiatives during the pandemic (e.g., Clausen et al., 2020; Schildkamp et al., 2020; Trikoilis & Papanastasiou, 2020), there are still some unsolved aspects concerning delivery and content. For example, focusing on PD for Higher Education, Schildkamp et al. (2020) concluded that effective PD during the pandemic should target technological and pedagogical skills and be conducted with teacher mentors. Others (e.g., Clausen et al., 2020) designed a PD intervention that focused on school routines for communication to ensure students are not falling behind. However, pandemic restrictions may hinder in-person PD. To solve this, one school distributed educational research to teachers’ homes (Trikoilis et al., 2020) . From this, it is clear that traditional delivery of PD may not always be possible during a pandemic. In addition to issues of PD delivery, local, national and international reports have identified that students experienced monotonous teaching, social isolation and unavailable teachers as a result of emergency remote teaching (ERT) (Bond et al., 2021; Department of upper secondary and adult education, 2020; Grönlund, 2020; Swedish Students Council, 2020) . The aim of this PD intervention was thus to try to develop and deliver flexible and relevant PD. Informed by the above reports, this intervention focused on supporting teachers to develop their online teaching practices in relation to:","cbCaihyfIy4eOUGj","https://ap.wps.com/l/cbCaihyfIy4eOUGj","pdf",700282,13,"English","# Introduction\n## Online and Blended Learning during the Pandemic\n# Background\n## Online and Blended Learning during the Pandemic","[{\"question\":\"What professional development model guided the intervention?\",\"answer\":\"The intervention used the Blended Learning Adoption framework to design professional development for teachers’ online teaching practices.\"},{\"question\":\"How long did the teacher participation last, and how was data analyzed?\",\"answer\":\"Twenty-six teachers participated for six months, and the data was analyzed using thematic analysis.\"},{\"question\":\"What new online teaching practices emerged, and what challenges persisted?\",\"answer\":\"Emerging practices included using parallel breakout rooms with special needs pedagogues and re-grouping students to support varied collaboration. Challenges included new ways of cheating, ethical issues with camera access to students’ homes, and lack of guidelines for handling disengagement.\"}]","Adaptive Professional Development during the Pandemic | PDF",1792092324,33]