Professional Development in Online Teaching and Learning at Tertiary Level During Pandemic: A Quest for Student's Care

This article explores the developments of educators' knowledge and practices in online teaching and learning as their professional development during the COVID-19 pandemic. The study begins with the question, "How do I improve my online teaching and learning knowledge?" The research is grounded in two models: the CRASP model (teachers' Critical attitude, Research into teaching, Accountability, Self-evaluation leading to Professionalism) proposed by Zuber-Skerrit (1992) and Fuller’s (1969) Concerns Based Model of Teacher Development (CBMoTD. The educators' critical attitude and skills towards their own knowledge of online teaching and learning were identified as areas that required professional development to support students' achievement at tertiary levels. Participants were two educators working with tertiary students (N=250) in the Initial Teacher Education in New Zealand. Data were collected through observations and collaborative discussions. The educators' investigation of their own practice highlighted the need for developing insights in their own professional development, including online teaching and learning, maintaining the objectives and quality of the course, and quality assessment. Interpretive Phenomenological data Analysis and Inductive methods were utilised to analyse the data. The findings highlighted students' accomplishments when a caring approach was implemented instead of a traditional task-driven approach. The findings will benefit course developers, educators, and students in online teaching settings by prioritising student care as the core of any educational settings.