Résumé:
Professional development of teachers is a quite essential part in their career which keeps them learning and improving their competence and knowledge.Ostensibly, with the rapid spread of the pandemic in Algeria since 2020, there was a shift towards implementing online teaching in the academic institutions. However, teachers showed different levels of competence in their teaching via the various online teaching platforms. In essence, this is due to their level of expertise and familiarity with the E-teaching culture in general.It is the aim of this secondary research to cast light on the extent to which online teaching training can improve teacher professional practice and make it more rewarding and fruitful.To do so, this dissertationreviews three articles from different backgrounds and methodological perspectives (Ciampa & Gallagher, 2015;Matzat, 2013; Maher& Prescott, 2017).These contributions emphasized the usefulness of online tools in teacher professional development, yet a number of shortcomingsat the practical and methodological levels were also highlighted. The results of these articles share the same view on the effectiveness of teacher professional development and its impact on teachers’ knowledge, expertise and skills. However, they doshare little consensus on how this should be achieved to maximize its efficiency and effectiveness.
