Pilot findings show online learning enhances teacher educators' skills, implying possibilities despite the COVID-19 pandemic.
School closures during the COVID-19 pandemic led to a growing global focus on online learning for students and educators. In this study, we examined the feasibility of delivering online professional development (PD) for teacher educators in Tanzania to support teachers' enactment of play-based pedagogical approaches in preprimary and the early grades. This article describes the principles that guided the course design and findings from a pilot of the course with teacher educators, which underscore the importance of culturally and contextually relevant PD and highlight the affordances and limitations of online teacher PD in a context where teacher educators and teachers may have limited digital literacy skills and inconsistent internet access.
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Wilinski et al. (2025) studied this question.
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