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Abstract
Findings from research indicate that teachers participating in online professional development (OPD) activities and programmes have gained, in some way or another, a great deal of teacher competency. In spite of this, no research has been undertaken to systematically identify and acknowledge the types of teacher competencies that are frequently associated with and attributed to OPD. This paper, based’ on findings from other studies and literature reviews, attempts to initiate and explore the above vacuum. A literature analysis, using a simple tool based on the coding strategies, is used to categorise the types or aspects of teacher competencies that were evident. The results indicate five major aspects: (1) motivation; (2) skills, knowledge and ideas; (3) self directed learning; (4) interactive competence; and (5) computer technology awareness and skills.
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Muhammad Kamarul Kabilan
Muhammad Kamarul Kabilan teaches at the School of Educational Studies, Universiti Sains Malaysia. His main research interest is online professional development, a relatively new area of research in the Malaysian educational scene. Currently, he is working on projects that utilize online applications as a means to enhance teachers’ professional development.