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(2023) . Reviewing teachers’ competency for distance learning during COVID-19: Inferences for policy and practice. The Canadian Journal for the Scholarship of Teaching and Learning, 14(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.1.13553](https://doi.org/10.5206/cjsotlrcacea.2023.1.13553)  \nReviewing Teachers’ Competency for Distance Learning During COVID-19: Inferences for Policy and Practice  \nAbstract  \nFollowing the COVID-19 pandemic outbreak in March 2020, distance learning has gained more attention from national and international education policies. This timely paper aimed to review the literature about digital competencies that K-12 and pre-service teachers require in order to succeed in supporting online learners during and post COVID-19. A critical question in this review pertained to how contemporary teacher education programs and teacher professional development can respond to the evolving needs of online learners. The findings showed that currently practicing K-12 teachers need more support around the technical, pedagogical, and content development associated with distance learning. In contrast, teacher education programs are urged to ensure that Information and Communication Technology (ICT) knowledge is well integrated into their curricular courses. Further, teacher educators must have the necessary ICT skills and experience to prepare competent K-12 teachers for distance learning. Conclusion and recommendations for teacher education policy and practice for distance learning are offered.  \nSuite à l’épidémie pandémique de la COVID-19 en mars 2020, l’enseignement à distance a fait l’objet de davantage d’attention concernant les politiques sur l’éducation nationales et internationales. Cet article opportun vise à passer en revue les publications de recherche sur les compétences numériques que les enseignants et les enseignantes des écoles, de la maternelle à la douzième année, devaientposséder afin de réussir à soutenir les élèves en ligne durant et après la COVID-19. Une question critique dans cet examen porte sur la manière dont les programmes de formation des enseignants et des enseignantes contemporains, ainsi que les programmes de développement professionnel desenseignants et des enseignantes, peuvent correspondre aux besoins en évolution des élèves en ligne. Les résultats indiquent que les enseignants et les enseignantes qui enseignent à l’heure actuelle à des classes de la maternelle à la douzième année avaient besoin de davantage de soutien en matière de technologie, de pédagogie et de développement du contenu associés à l’apprentissage à distance. En contraste, les programmes de formation des enseignants et des enseignantes doivent faire en sorte que les connaissances en matière de technologie de l’information et de la communication (TIC) sont bien intégrées dans les cours. De plus, les professeurs et les professeurs qui forment les enseignantset les enseignantes doivent posséder eux-mêmes les compétences et l’expérience requises en TIC pour préparer des enseignants et des enseignants compétents en enseignement à distance, de la maternelle à la douzième année. Des conclusions et des recommandations sont offertes pour l’établissement de politiques et de pratiques relatives à la formation des enseignants et des enseignantes pour l’enseignement à distance.  \nKeywords  \ndistance learning, competency, technology, teacher education, pr","cbCaioJgS3I74mhw","https://ap.wps.com/l/cbCaioJgS3I74mhw","pdf",302147,15,"English","# Abstract\n## Purpose and scope\n## Key findings\n## Implications and recommendations","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To review literature on the digital competencies K-12 and pre-service teachers need to succeed in supporting online learners during and after COVID-19.\"},{\"question\":\"What competency areas did the findings emphasize for practicing K-12 teachers?\",\"answer\":\"They need additional support related to technical skills, pedagogical approaches, and content development connected to distance learning.\"},{\"question\":\"What recommendations are made for teacher education programs and teacher educators?\",\"answer\":\"Teacher education programs should integrate ICT knowledge into curricular courses, and teacher educators should have the necessary ICT skills and experience to prepare competent K-12 teachers for distance learning.\"}]","Reviewing Teachers’ Competency for Distance Learning during COVID-19 - Inferences for Policy and Practice | PDF",1792082867,38]