Set in the context of higher education, this paper focuses on professional development-related challenges faced by teachers and specifically how these difficulties have been exacerbated by the recent Work-From-Home policy. The study investigates how the integration of social media into educators’ professional development plans can support tutors in this new status quo and prepare them for similar situations in the future. A systematic review of literature, based on a methodological instrument called PRISMA, identified 28 relevant articles for detailed analysis from an initial pool of 65. This revealed that social media-enabled professional development should be promoted across universities. The benefits include social media’s potential to provide tutors with a bespoke experience, that is specific to their evolving needs. Also notable, is social media’s potential to clear physical and temporal hurdles, resulting in a significantly more extensive professional learning network. This leads to faculty who are likely to reap the benefits of networked learning, by using social media as the infrastructure through which to establish a higher volume of more geographically dispersed connections to like-minded individuals. Institutions will need to tackle hurdles, namely faculty resistance to using this novel platform, as well as the anxiety of participating in open online spaces. This should be addressed by pacing the integration of social media-enabled professional development and by blending it with the more established practice of face-to-face workshops. This hybrid model will provide time and support for sceptical teachers to make the transition towards the integration of social media into their PD.

本文以高等教育为背景，重点关注教师面临的与专业发展相关的挑战，特别是最近的在家工作政策如何加剧了这些困难。该研究调查了将社交媒体整合到教育工作者的专业发展计划中如何能够在这种新的现状中支持导师，并为他们在未来的类似情况下做好准备。基于称为 PRISMA 的方法学工具对文献进行系统回顾，从最初的 65 篇文章中确定了 28 篇相关文章进行详细分析。这表明应该在大学之间促进社交媒体支持的专业发展。好处包括社交媒体为导师提供定制体验的潜力，这是针对他们不断变化的需求的。同样值得注意的是，是社交媒体清除物理和时间障碍的潜力，从而形成更广泛的专业学习网络。这导致教师可能会从网络学习中获益，他们将社交媒体用作基础设施，通过该基础设施与志趣相投的人建立更多地理上更分散的联系。机构将需要解决障碍，即教师对使用这个新颖平台的抵制，以及参与开放在线空间的焦虑。这应该通过加快整合社交媒体支持的专业发展并将其与更成熟的面对面研讨会实践相结合来解决。