European Journal of Education,
Journal Year:
2022,
Volume and Issue:
57(1), P. 142 - 159
Published: Jan. 19, 2022
Abstract
During
their
careers,
teachers
experience
change
in
education
policy,
societal
trends,
and
cultural
shifts
pedagogical
thought,
requiring
continual
adaptation
innovation
of
practices.
Coupled
with
this
is
an
assumed
intrinsic
desire
to
progress,
whether
as
part
own
subject
expertise,
or
a
view
taking
on
role
leader
school
management
specialist
area.
Effective
support
opportunities
for
develop
apply
competences
crucial
maintaining
both
motivation
high
standards
the
profession.
However,
many
across
Europe
claim
struggle
have
access
effective
forms
continued
professional
development
coupled
numerous
demands
already
made
work.
On‐site
courses
peer
learning
remain
popular
but
demand
time
are
not
financially
cost‐effective
reaching
large
number
teachers,
nor
they
viable
during
pandemic
restrictions.
By
exploring
model
online
European
Commission's
Teacher
Academy
context
these
challenges,
article
discusses
how
effective,
collaborative
approach
can
be
developed
way
addressing
teacher
system
needs.
School Leadership and Management,
Journal Year:
2024,
Volume and Issue:
44(4), P. 413 - 441
Published: March 15, 2024
This
study
delves
into
the
transformative
impact
of
a
professional
development
model
(PDM)
across
three
affiliated
private
schools
in
Beirut,
Lebanon,
spanning
years,
with
primary
focus
on
nurturing
teacher
leadership.
At
heart
this
PDM,
teachers
assumed
role
trainers,
guiding
their
colleagues
during
dedicated
days.
Employing
grounded
theory
approach,
conducted
semi-structured
interviews
12
trainers
and
engaged
school
principals.
The
research
reveals
five
central
categories.
Two
categories
revolve
around
evidence
highlighting
progression
leadership:
(1)
accessing
utilising
to
enhance
teaching
student
learning,
(2)
promoting
learning
for
continuous
improvement.
Additionally,
elucidate
elements
instrumental
facilitating
PDM's
cultivating
reciprocal
empowerment,
conceptual
awareness,
collaborative
metacognition.
redefines
traditional
top-down
leadership
structures,
allowing
actively
mold
journey,
creating
more
intentional
approach
Zeitschrift für Erziehungswissenschaft,
Journal Year:
2024,
Volume and Issue:
27(3), P. 739 - 768
Published: May 9, 2024
Abstract
Effective
online
teacher
professional
development
(OPD)
is
crucial
to
support
teachers.
The
effectiveness
of
OPD
depends
on
teachers’
engagement.
According
offer-use
models,
engagement
in
relates
the
quality
and
motivation
learn.
However,
whereas
activities
have
increased
recent
years,
especially
during
COVID-19
pandemic,
findings
importance
learn
for
are
scarce.
We
analyzed
data
from
N
=
593
teachers
participating
61
courses.
predictive
power
perceived
(i.e.,
clarity
structure,
practical
relevance,
cognitive
activation,
collaboration)
their
behavioral,
affective,
were
examined
using
structural
equation
modeling.
used
latent
moderated
equations
gain
insights
into
interaction
effects
between
motivation.
Our
indicate
that
positively
predicted
When
controlling
quality,
also
behavioral
but
not
affective
interactions
demonstrated
different
facets
engagement,
characteristics
could
compensate
low
For
instance,
opportunities
collaboration
can
Implications
practice
(e.g.,
ensuring
high-quality
OPD)
future
directions
research
conducting
longitudinal
studies)
field
discussed.
ZDM,
Journal Year:
2020,
Volume and Issue:
52(5), P. 859 - 875
Published: Feb. 11, 2020
Abstract
Three
MOOCs
for
Educators
(MOOC-Eds)
were
designed
mathematics
and
statistics
teachers
based
on
principles
of
effective
online
professional
development
that
include:
self-directed
learning,
learning
from
multiple
voices,
job-connected
peer-supported
(Kleiman
et
al.,
in:
Kim
(ed)
Massive
Open
Online
Courses:
the
MOOC
Revolution,
Routledge,
New
York,
2015).
We
examined
how
these
design
enacted
in
MOOC-Eds
they
influenced
engagement
5767
participants.
also
analyzed
opportunities
provided
participants
to
develop
their
knowledge
of,
beliefs
about,
attitudes
towards
teaching
statistics.
The
Interconnected
Model
Professional
Growth
(Clarke
Hollingsworth
Teach
Educ
18(8):947–967,
2002)
was
used
guide
analysis
click
data,
discussion
forum
posts,
interviews
consider
ways
which
elements
external
domain
personal
Evidence
is
presented
illustrate
enactment
effects.
Professional Development in Education,
Journal Year:
2020,
Volume and Issue:
49(2), P. 197 - 209
Published: Sept. 29, 2020
This
article
describes
the
challenge
of
engaging
educators
in
professional
development
(PD)
that
is
timely
and
relevant
to
their
work,
effective
stimulating
instructional
changes
improve
student
learning.
The
authors
highlight
competing
needs
goals
for
PD
create
tensions
among
external
accountability
demands,
school
improvement
goals,
diverse
context-dependent
learning
teachers.
Two
examples
large-scale
initiatives
US
are
described
illuminate
how
state
shaped
these
efforts,
teachers
were
engaged
PD,
what
factors
or
elements
increased
relevancy
quality
leaders
at
various
levels
supported
teachers'
These
cases
provide
further
insights
about
role
challenges
leadership
state,
university
local
support
implement
high
PD.
argue
plays
a
central
aligning
technology,
through
hybrid
online
environments,
can
customised
schools.
European Journal of Open Education and E-learning Studies,
Journal Year:
2020,
Volume and Issue:
5(2)
Published: Sept. 17, 2020
Online
learning
education
pedagogy
is
the
trend
at
present
in
educational
system
due
to
Covid
19
pandemic
crises.
It
explores
pedagogical
design
academic
competency
of
student
development
various
digital
literacy
on
technology
collaborative
enhance
learning.
The
study
aims
identify
different
transition
implementation
and
readiness
online
for
both
teachers
students
terms
access
work,
availability
technology,
adequacy
effective
platform,
link
internet,
school
practices
teaching.
Descriptive
quantitative
method
employed
because
it
provides
a
systematic
accuracy
that
describes
phenomenon
current
study.
Purposive
sampling
technique
utilised
subjective,
selective,
judgmental
sampling.
compromised
one
hundred
fifty
(150)
respondents.
Results
show
fits
tools,
resources,
course
materials
transform
responsibility
experience
new
opportunity
empowers
be
more
creative
connected
their
classes
activities
accessibility
process
enable
or
teach
anywhere
anytime
through
internet
connection
as
advantage
allow
customise
flexibility
level
ability
improve
dynamic
professional
skill
teaching
skill,
attitude,
knowledge
competitive
world
e-learning
tailored
with
global
demand
provide
use
communicate,
manage,
create,
gather,
access,
distribute
information
open
adjustment
constructive
feedback
novice
innovation
will
helpful
practice
teaching.
<p>
</p><p><strong>
Article
visualizations:</strong></p><p><img
src="/-counters-/edu_01/0623/a.php"
alt="Hit
counter"
/></p>
Journal of Digital Learning in Teacher Education,
Journal Year:
2021,
Volume and Issue:
37(3), P. 196 - 212
Published: July 3, 2021
Technological
Pedagogical
and
Content
Knowledge
(TPACK)
is
a
well-known
framework
in
the
field
of
educational
technology.
However,
there
dearth
studies
that
examine
impact
teachers'
TPACK
on
acceptance
Online
Teacher
Professional
Development
(OTPD).
This
study
aimed
to
if
affected
secondary
school
mathematics
OTPD.
A
quantitative
method
with
cross-sectional
survey
was
employed.
Two
hundred
ten
Indonesian
teachers
completed
40-item
questionnaire
based
Technology
Acceptance
Model
(TAM).
Data
were
analyzed
by
structural
equation
modeling.
The
findings
showed
constructs
strongly
interconnected
significantly
Therefore,
this
suggests
valid
model
explain
engagement
Computers & Education,
Journal Year:
2023,
Volume and Issue:
210, P. 104963 - 104963
Published: Nov. 23, 2023
Scholars
and
practitioners
have
called
for
personalized
widely
accessible
professional
development
(PD)
teachers.
Yet,
a
long-standing
tension
between
customizing
support
increasing
access
to
such
has
hindered
the
scale-up
of
high-quality
PD
individual
This
study
addresses
this
challenge
by
developing
computerized
program
middle
school
mathematics
teachers
that
provides
frequent
opportunities
interact
with
obtain
real-time
feedback
from
virtual
facilitator
based
on
natural
language
processing.
Based
data
collected
1727
students
in
an
experiment
which
these
were
randomly
assigned
or
business-as-usual
condition
(i.e.,
control
group),
we
found
had
statistically
significant
impact
students'
performance.
These
results
demonstrate
potential
incorporating
automated,
interactive
tool
supported
artificial
intelligence
create
effective,
scalable
teacher
PD.
