As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for students online. There is a dearth of literature which explores how TEs understand and enact pedagogies for the asynchronous learning environment (i.e. facilitate teaching presence). Also missing from the literature are specific features of professional development (PD) experiences which develop that essential knowledge base. This paper reports on a mixed methods study which explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. 123 TEs from a range of disciplines across 15 TE institutions in Ireland, participated in the study. Data were collected from an extensive online questionnaire, individual semi-structured interviews and focus group interviews. Significant challenges in relation to planning for the asynchronous learning environment, fostering students’ authentic engagement with module content and cultivating student interactivity were unearthed. Findings also outline critical characteristics of PD experiences which, from a TE-informed perspective, positively impact knowledge growth with particular reference to teaching presence in an asynchronous learning environment.

由于 COVID-19 大流行迫使所有高等教育机构 (HEI) 将教学转移到在线平台，与远程教学和学习相关的复杂问题主导了讨论。教师教育工作者 (TE) 现在的任务是设计在线模块、促进在线学习并为在线学生提供直接指导。很少有文献探讨 TE 如何理解和制定异步学习环境的教学法（即促进教学存在）。文献中还缺少专业发展 (PD) 体验的特定特征，这些体验开发了基本知识库。本文报告了一项混合方法研究，该研究探讨了如何最好地支持 TE 以促进异步学习环境中的教学存在。来自爱尔兰 15 所 TE 机构的一系列学科的 123 名 TE 参与了这项研究。数据来自广泛的在线问卷、个人半结构化访谈和焦点小组访谈。在规划异步学习环境、培养学生对模块内容的真实参与和培养学生互动性方面存在重大挑战。调查结果还概述了 PD 体验的关键特征，从 TE 知情的角度来看，这些特征对知识增长产生积极影响，尤其是在异步学习环境中的教学存在。在规划异步学习环境、培养学生对模块内容的真实参与和培养学生互动性方面存在重大挑战。调查结果还概述了 PD 体验的关键特征，从 TE 知情的角度来看，这些特征对知识增长产生积极影响，尤其是在异步学习环境中的教学存在。在规划异步学习环境、培养学生对模块内容的真实参与和培养学生互动性方面存在重大挑战。调查结果还概述了 PD 体验的关键特征，从 TE 知情的角度来看，这些特征对知识增长产生积极影响，尤其是在异步学习环境中的教学存在。