Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Zeitschrift für Erziehungswissenschaft,
Год журнала:
2024,
Номер
27(3), С. 739 - 768
Опубликована: Май 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.
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
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context
Professional Development in Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 17
Опубликована: Март 17, 2025
This
longitudinal
qualitative
study
explores
the
value
of
practicum
experiences
for
formation
pre-service
teachers'
(PSTs)
identities
at
different
stages
their
training
in
a
Spanish
context.
It
aimed
to
understand
professional
development
and
experiences,
support
needs
during
this
time
contribution
teacher
identities.
Using
case
approach,
data
were
collected
from
interviews
with
teachers
drawings,
elicit
visual
representations
sense-making.
A
reflexive
thematic
approach
was
adopted
analysis.
The
findings
demonstrate
learning
about
realities
challenges
facing
teaching
professionals,
raise
pressing
concerns
education.
Firstly,
education
has
become
technical
instrumental
practice
due
process
'professionalisation'
teachers,
concern
is
that
important
moral
ethical
dimensions
are
overlooked,
resulting
unintended
negative
consequences.
Secondly,
lack
opportunities
space
question
practice.
Practicum
experience
must
be
more
than
simply
'learning
ropes'.
practitioners,
it
suggested
task
educators
school-based
mentors
have
an
part
play.
Язык: Английский