Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers DOI Creative Commons

Maaike Grammens,

Fien De Smedt, Bram De Wever

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(12), P. 1374 - 1374

Published: Dec. 13, 2024

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there a significant gap systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding essential components these interventions, which obstructs replication, dissemination, implementation programs synchronous online teachers. This study presents SOL-lab, program aimed at fostering teachers’ technical social SOT competences. A detailed overview offered, encompassing underlying theoretical empirical foundations, macro-level principles, micro-level instructional learning activities. More particularly, three key principles guided process: focused observation SOT, providing receiving feedback, stimulating transfer learning. By integrating authentic experiences reflective practice, our aims to empower with necessary competences thrive environments. An analysis perceptions indicates that they had positive experience effective features program. offers valuable insights initiatives SOT.

Language: Английский

Comparing quality and engagement in face‐to‐face and online teacher professional development DOI Creative Commons
Nina Mulaimović, Eric Richter, Rebecca Lazarides

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 56(1), P. 61 - 79

Published: May 12, 2024

Abstract In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More more PD are taking place online, without clear evidence whether face‐to‐face online differ in terms their or level participants' engagement. The present study investigates differences between with respect certain characteristics: clarity structure, cognitive activation, collaboration practical relevance, as well behavioural, affective is based on 2210 Germany who participated 1 137 54 courses. Although participants rated very positively regarding all characteristics engagement dimensions, they evaluated slightly less favourably compared Implications practice research derived help ensure high‐quality offerings the future. Practitioner notes What already known about this topic Face‐to‐face have potential similarly effective. can assumed predictors effectiveness. contains relevance. Engagement a three‐dimensional construct composed components. paper adds was Participants lower PD. and/or policy format should always chosen which higher benefit achieved. Quality assurance take before conducted.

Language: Английский

Citations

5
Rethinking Professional Development: Development and Evaluation of an Evidence-Based Online PD Course on the Effective Use of Technology in the Classroom DOI Creative Commons
Tim Fütterer, Christina Wurst,

Annika Goeze

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 205 - 205

Published: Feb. 8, 2025

Technology-enhanced teaching (TET) is most effective when integrated meaningfully into classroom settings. Teachers require technological pedagogical knowledge (TPK) to achieve this integration. This study details the development and evaluation of an online professional (OPD) course aimed at enhancing teachers’ TPK for use technology in science language subjects. The was created rethink OPD, i.e., overcome known shortcomings OPD design consciously. It based on Interactive–Constructive–Active–Passive (ICAP) framework, which promotes interactive constructive learning activities. Thus, incorporated text-based video-based modules (learning nuggets), discussions about staged video vignettes showing situations with conventional vs. good by teacher, communities, practical trials group reflections. followed a pre–post involving 76 in-service teachers. Participants completed surveys test their ability apply ICAP before after OPD. revealed that teachers perceived as beneficial, though no statistically significant improvement applied observed. These findings highlight opportunities challenges designing measuring OPDs support meaningful integration practice.

Language: Английский

Citations

0
Train‐The‐Trainer: A Generic Offer‐And‐Use Model for the Development of Trainers DOI Creative Commons
Susanne Wißhak, Pia Schäfer, Leo van Waveren

et al.

International Journal of Training and Development, Journal Year: 2025, Volume and Issue: unknown

Published: April 13, 2025

ABSTRACT This article is based on the premise that international scientific community needs a generic theoretical framework to explain determinants and mechanisms associated with learning opportunities for trainers in field of training development. Therefore, we adapted offer‐and‐use models continuous schoolteachers trainers. We also incorporated concept transfer into model. The acquired knowledge skills from context work represents an important criterion effectiveness. Since train‐the‐trainer programmes should adhere this criterion, our proposed model incorporates empirical findings regarding transfer‐enhancing measures drawn both general development education schoolteachers. includes external factors (the programme); individual participating trainers); contextual trainers' workplaces); perception, interpretation, use opportunities; processes These ultimately affect outcomes at different levels (reactions, learning, transfer, results). can be used support long‐needed investigations underlying as well quality those qualifications. It has considerable implications respect conceptualisation evaluation such practice.

Language: Английский

Citations

0
Heading for new shores? Longitudinal participation patterns in teacher professional development DOI Creative Commons
Tim Fütterer, Nicolas Hübner, Christian Fischer

et al.

European Journal of Teacher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21

Published: July 5, 2024

Recent research indicated the advantages of diversified teacher professional development participation patterns (PDPP) to foster teachers' professionalisation. This study investigated PDPP from both cross-sectional and longitudinal perspectives using data National Educational Panel Study (NEPS) utilising information on enrolment across three years (N = 3,539). Results latent class multiple group analyses that teachers showing higher engagement who were granted paid temporary leave teaching demonstrated more PDPP. Multiple logistic regression models revealed same variables seemed prevent changes less over time. If our results are confirmed in replications studies allow detect cause-effect relationships, implications for educational policy practice could be raise grant engaged a participate activities.

Language: Английский

Citations

3
How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis DOI Creative Commons
Tim Fütterer, Yoana Omarchevska, Joshua M. Rosenberg

et al.

Journal of Science Education and Technology, Journal Year: 2024, Volume and Issue: 33(5), P. 796 - 810

Published: May 24, 2024

Abstract Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise help teachers access resources facilitate productive exchanges. Although such online show promise, questions about their quality providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers’ engagement on Twitter (now known as “X”) may adhere characteristics of high-quality development (PD) activities. that, employ advanced conversational analysis techniques extend the primarily descriptive methods used in prior research. Specifically, collected data from three related Advanced Placement Biology ( N = 2,040 tweets, 93 teachers). Qualitative two-cycle content analyses derived both tweet sentiment. Using epistemic network analyses, examined collaborative structures participation patterns can identify PD. Results indicate some use with focus coherent individual contexts knowledge. Notably, differences collaboration by overall activity level hint at existence an community practice. More active communicated more relate instruction, whereas less exhibited targeted engagement, instance, sharing teaching organizing opportunities. Overall, study illustrates provide meaningful so it serve relevant avenue learning.

Language: Английский

Citations

1
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study DOI Creative Commons
Eric Richter, Tim Fütterer, Arthur Eisenkraft

et al.

Journal of Teacher Education, Journal Year: 2024, Volume and Issue: 76(1), P. 90 - 103

Published: May 7, 2024

Situated in the context of advanced placement (AP) reform United States, we investigated profiles teachers’ motivation for participating professional development (PD) courses a two-cohort sample n t1 = 2,369 and t2 2,170 chemistry teachers via multilevel latent class analysis. In addition, study to what extent profile membership was related factors at teacher, school, PD levels. Participation associated with one three profiles, labeled “reform-motivated,” “convenience-motivated,” “interaction-motivated.” more likely be reform-motivated if teacher had major chemistry, experience teaching AP, positive attitudes toward PD, or higher enactment AP redesign classroom, course formal face-to-face. The results show that have different motivations provide insight into how engage learning.

Language: Английский

Citations

0
Comparing quality and autonomous learning of teacher professional development programs in MOOCs and LMS DOI
Νικόλαος Πέλλας

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 26, 2024

Language: Английский

Citations

0
Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers DOI Creative Commons

Maaike Grammens,

Fien De Smedt, Bram De Wever

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(12), P. 1374 - 1374

Published: Dec. 13, 2024

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there a significant gap systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding essential components these interventions, which obstructs replication, dissemination, implementation programs synchronous online teachers. This study presents SOL-lab, program aimed at fostering teachers’ technical social SOT competences. A detailed overview offered, encompassing underlying theoretical empirical foundations, macro-level principles, micro-level instructional learning activities. More particularly, three key principles guided process: focused observation SOT, providing receiving feedback, stimulating transfer learning. By integrating authentic experiences reflective practice, our aims to empower with necessary competences thrive environments. An analysis perceptions indicates that they had positive experience effective features program. offers valuable insights initiatives SOT.

Language: Английский

Citations

0