Revamping the Potential of Personalized Learning Platforms for Transformative Professional Development. A Phenomenological Study in Context of Teacher Training Institution in the context of Sukkur, Sindh

Abstract

The phenomenological study aims to explore the lived experiences, perceptions and challenges faced by teacher educators in the B.Ed. Honors Program in public sector teacher training colleges and universities of Sukkur in leveraging Personalized Learning Platforms (PLPs) for their Traditional professional development (PD). Data collected through 8 semi-structured interviews of those teacher educators who had availed such platforms (i-e, Coursera, LinkedIn, edX, Moodle, MOOCs Udemy, Skillshare and alike) and analysis of online platform usage. Phenomenological thematic analysis was used to identify emerging patterns and themes related to personalized learning, PD, and challenges in the implementation process. This study sheds light on the diverse ways teacher educators engage with customized learning platforms. The study also reconnoiters opportunities, teacher-educators’ experiences and barriers. Preliminary findings emphasize the need for targeted PD programs that integrate personalized learning tools to support teacher educators effectively. The study provides valuable insights into integrating PLPs in teacher education, offering recommendations for educational leaders, teacher-educators, policy makers, and teacher training agencies for overcoming challenges and optimizing PD opportunities.

Keywords: Personalized Learning Platforms (PLPs), Professional Development (PD), Teacher Educators, Phenomenological Study, Teacher Education