The use of a synthesis approach to develop a model for training teachers’ competencies in distance teaching

Abstract

The purpose of the study was to design and test a comprehensive model that synthesizes and converges the strong points of the examined models of competence development. This is for use in the competency-based training of teachers, including distance instruction. The study used descriptive research methods, such as a self-assessment survey for teachers, observation checklist for video recorded live online sessions, a self-observation questionnaire, and a course satisfaction questionnaire, to investigate how the designed model influences the teachers’ competencies in distance teaching. The variables were the levels of competence of teachers in distance teaching and the levels of sampled teachers’ satisfaction with a professional refresher course. A comprehensive model of teacher competence development, used to deliver the reshaped refresher course, positively influenced the teachers’ competencies in distance teaching. The course participants provided complimentary feedback to evaluate the course using a convergent instructional model. The teacher trainees improved their skills in the adaptation of the lesson materials, for use in a live virtual environment, engaging students in learning through an e-learning platform, conferencing software and messengers (Zoom, Telegram, WhatsApp, Facebook), creating a forum for both teacher-student and student-student interactions. The sampled teachers seemed to enhance their skills in accommodating students’ learning needs, abilities (or disabilities), and learning styles. They appeared to update their skills, using the approaches to create rapport, motivate and inspire students, and involving students in shaping the lesson plan.