Did They Transform Their Teaching Practices? A Case Study on Evaluating Professional Development Webinars Offered to Language Teachers during COVID-19

Ishaq Al-Naabi


Professional development webinars became very common in higher education during the COVID-19 pandemic. Following a case-study research methodology, this study explored the potential of professional development webinars offered to university language teachers in transforming their online pedagogies. A focus group discussion with four university language teachers was conducted. They attended several professional development webinars during the pandemic on online pedagogy, teaching platforms and course management systems, online assessment and research skills. Using transformative learning theory as a theoretical lens for data analysis, the results revealed that webinars enabled teachers to resolve some misconceptions about online teaching and learning, enhanced their critical reflection on their online teaching practices and formed some new practices of online pedagogy. The study provided some implications for higher education to enhance professional development webinars.

Full Text:


DOI: https://doi.org/10.5430/ijhe.v12n1p36


  • There are currently no refbacks.

Copyright (c) 2023 Ishaq Al-Naabi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email: ijhe@sciedupress.com

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedupress.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.