Proceedings of The 6th International Conference on Innovative Research in Education
Barriers to online teacher training: A literature review and SWOT analysis on a South African case study
Athenkosi Nzala and Dr. Maryke Mihai
Even after the COVID-19 pandemic, certain secondary schools and institutions around the world have continued to implement online instruction and learning. The SARS-CoV-2 virus is a brandnew virus that causes COVID-19, an infectious disease. To ensure the sustainability and equity of online teaching and learning, as well as to ensure that no teacher or learner is left behind in the current and future digital age, this paper used the Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework to explore and comprehend the barriers to teacher training for online teaching using the South African Council of Educators Online Professional Development Platform as a case study of teacher training for online teaching. In addition, the study provides tactics and suggestions for preparing teachers for online instruction. Convenience and flexibility, the digital divide, teacher context, attitudes toward training, language, culture, and motivation, and pedagogical skills for online teaching were among the numerous obstacles impeding the success of numerous teacher training initiatives, according to the findings of this paper. These difficulties are especially noticeable among teachers from poor rural schools. The study proposes the provision of context-based technological and pedagogical support for instructors, as well as enhanced technology integration in teacher training programs to offer future teachers online teaching experience and instruction. The study suggests many strategies for fostering a culture of collaboration and sharing within teacher communities.
keywords: online teachers, online teaching, teacher attitude, pedagogical skills, technology integration