RESILIENCE IN TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT THROUGH OPEN AND DISTANCE LEARNING: A REVIEW

Abstract

Open and Distance Learning (ODL) has been widely embraced as a system for increased access to Higher Education in Africa. In the context of Teacher Education and Professional Development, Less Developed Countries like Malawi stand to benefit from the skilled work force as well as quality education for the increased number of students succeeding from primary to secondary school. However, majority of teachers enrolled in ODL face innumerable challenges. They risk their careers, burdened by family and work commitments and receive minimal support from colleges, family and their employers. This does not only affect their concentration in their studies but also the quality of education they receive from such institutions. However, recognizing that fewer opportunities exist for such teachers to upgrade through conventional means, fostering resilience for them to continue studies through ODL remains is vital. Resilience in education entail the intensified probability of success in school and other life accomplishments, regardless of the environmental difficulties (Weller & Anderson, 2013). Therefore, this review aimed at examining the challenges and the resilient practices for teachers pursuing Teacher Education and Professional Development Through ODL. Using thematic analysis on several journal articles, research papers, allied newspapers and reports on ODL for teachers in Malawi and the world at large for challenges and ways that foster sustaining teachers who study through ODL. Therefore, this review perceives resilience in the form of support, identification of best practices and appropriate support features for ODL stand to help ease the pressure on teachers pursuing ODL as way of upgrading themselves.