Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the TPD@Scale model, we systematically analyzed the quality, equity, and efficiency dimensions of 37 technology-enabled TPD programs implemented during the pandemic. The findings demonstrate that technology-enabled TPD programs could develop teachers’ knowledge and skills critical to quality teaching during the pandemic and create environments that foster active learning and collaboration among teachers. However, there needs to be significant improvements in using technology to provide expert support and facilitate feedback and reflections. Furthermore, equity and efficiency were not specifically discussed in these TPD programs. Lessons learned from the present study have allowed us to provide recommendations to researchers, policymakers, practitioners, and educators.

中文翻译：

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对 COVID -19 大流行期间技术支持的教师专业发展的系统评价


技术有可能支持和实现教师专业发展 （TPD） 计划，以实现包容和公平的全民优质教育和终身学习（联合国，2023 年）。本文回顾了在 COVID-19 大流行期间开展的技术支持的 TPD 计划，并调查了它们对教师学习和专业成长的有效性。借鉴 TPD@Scale 模型，我们系统分析了大流行期间实施的 37 个技术支持的 TPD 计划的质量、公平和效率维度。研究结果表明，技术支持的 TPD 计划可以培养教师在大流行期间对优质教学至关重要的知识和技能，并创造促进教师主动学习和协作的环境。但是，在使用技术提供专家支持并促进反馈和反思方面需要有重大改进。此外，这些 TPD 计划中没有专门讨论公平和效率。从本研究中吸取的经验教训使我们能够为研究人员、政策制定者、从业者和教育工作者提供建议。