On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD.
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