Advances in higher education and professional development book series,
Journal Year:
2023,
Volume and Issue:
unknown, P. 136 - 158
Published: July 3, 2023
Academic
excellence
showcases
an
individual's
ability
to
excel
in
school
activities,
with
teaching
and
education
service
quality
being
crucial
factors.
This
chapter
discusses
how
teacher
development
training
sessions
play
a
vital
role
refining
the
sector.
Professional
opportunities
for
teachers
have
increased
significantly,
enabling
schools
provide
students,
thereby
improving
standards.
Challenges
faced
during
process
are
highlighted.
The
also
examines
helps
prepare
students
job
market,
developing
their
skills
competencies
while
positively
impacting
teachers'
professional
growth.
Computers & Education,
Journal Year:
2023,
Volume and Issue:
200, P. 104805 - 104805
Published: April 7, 2023
The
number
of
online
professional
development
(PD)
activities
for
teachers
has
increased
over
the
past
decade.
While
there
is
evidence
on
characteristics
effective
face-to-face
PD,
little
known
about
quality
PD
activities.
present
study
investigates
as
perceived
by
teachers,
and
association
with
teachers'
satisfaction
their
changes
in
practice.
based
survey
data
from
N
=
387
who
participated
a
formal
activity.
Our
results
indicate
high
levels
cognitive
activation,
well
clarity
structure
activity,
moderate
collaboration
among
participants
PD.
all
predict
satisfaction,
only
activation
practices.
Open Learning The Journal of Open Distance and e-Learning,
Journal Year:
2024,
Volume and Issue:
40(1), P. 91 - 107
Published: Jan. 11, 2024
This
study
explores
the
significance
of
webinars
as
tools
for
supporting
teachers'
professional
development
and
growth
beyond
COVID-19
pandemic,
perceived
by
teachers
themselves.
The
employs
a
mixed
methods
approach,
involving
394
registered
on
popular
virtual
community
practice
(vCoP)
who
completed
survey,
with
twenty
them
participating
in
focus
group
interviews.
Quantitative
data
from
survey
were
statistically
analysed
using
SPSS
25.0,
while
qualitative
interviews
underwent
theme-based
analysis.
findings
suggest
that
highly
regard
effective
believe
should
be
an
integral
part
future
teacher
programmes
within
framework
blended
learning
models.
key
strengths
weaknesses
are
thoroughly
addressed.
Rural Special Education Quarterly,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 13, 2025
The
article
describes
a
promising
new,
fully
virtual,
multicomponent
professional
development
intervention
to
support
special
education
teachers
in
rural
schools
who
enter
the
profession
without
full
state
licensure.
seeks
strengthen
educators’
self-efficacy
relation
classroom
and
behavior
management,
their
desire
stay
profession,
by
focusing
on
three
specific
high-leverage
practices.
iterative
design
process
was
completed
over
school
years
with
diverse
stakeholders,
culminating
feasibility
trial
demonstration
of
intervention’s
promise
effectiveness.
6-month
intervention,
which
includes
virtual
coaching
an
online
community
practice,
is
accompanied
website
for
resources,
designed
reduce
attrition
among
educators
are
not
licensed,
increase
skills,
ultimately
result
higher
engagement
students
disabilities
they
serve.
Journal of Childhood Education & Society,
Journal Year:
2025,
Volume and Issue:
6(1), P. 135 - 149
Published: Feb. 18, 2025
Despite
the
rise
of
online
professional
development
(PD)
for
early
childhood
educators,
few
studies
have
examined
their
perceptions
usefulness
learning
resources.
We
developed
an
PD
centered
on
teacher-child
interactions,
based
critical
features
high-quality
PD.
The
was
composed
10
units
with
a
variety
resources,
including
video
lectures,
research
notes,
testimonials,
classroom
videos,
quizzes,
reflection
activities,
and
sharing
activities.
teachers’
such
resources
explored
potential
differences
key
demographic
variables.
Participants
were
137
in-service
Hong
Kong
kindergarten
teachers.
Evaluation
surveys
semi-structured
interviews
utilized
after
course
completion.
Classroom
which
provided
real-life
examples,
perceived
as
most
useful
resource
to
improve
teaching
practices.
also
considered
testimonials
extremely
activities
Quizzes
emerged
least
resource,
especially
when
these
involved
fact-based
questions.
Teachers’
not
influenced
by
backgrounds.
conclude
that
teachers
place
higher
emphasis
offer
practical
examples
compared
those
focus
theoretical
knowledge
self-reflection.
current
study
filled
important
gap
in
teacher
education
literature,
specifically
area
PD,
offering
theoretical,
practical,
policy-related
insights.
