Comparing quality and engagement in face‐to‐face and online teacher professional development
British Journal of Educational Technology,
Год журнала:
2024,
Номер
56(1), С. 61 - 79
Опубликована: Май 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.
Язык: Английский
Rethinking Professional Development: Development and Evaluation of an Evidence-Based Online PD Course on the Effective Use of Technology in the Classroom
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 205 - 205
Опубликована: Фев. 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.
Язык: Английский
Train‐The‐Trainer: A Generic Offer‐And‐Use Model for the Development of Trainers
International Journal of Training and Development,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 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.
Язык: Английский
Heading for new shores? Longitudinal participation patterns in teacher professional development
European Journal of Teacher Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 21
Опубликована: Июль 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.
Язык: Английский
How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis
Journal of Science Education and Technology,
Год журнала:
2024,
Номер
33(5), С. 796 - 810
Опубликована: Май 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.
Язык: Английский
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study
Journal of Teacher Education,
Год журнала:
2024,
Номер
76(1), С. 90 - 103
Опубликована: Май 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.
Язык: Английский
Comparing quality and autonomous learning of teacher professional development programs in MOOCs and LMS
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 26, 2024
Язык: Английский
Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1374 - 1374
Опубликована: Дек. 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.
Язык: Английский