Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study

2013 ◽  
pp. 189-212 ◽  
Author(s):  
Paul Drijvers ◽  
Sietske Tacoma ◽  
Amy Besamusca ◽  
Cora van den Heuvel ◽  
Michiel Doorman ◽  
...  
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Teachers Professional Development

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Collaborative Teacher Development on Teaching World Englishes

2017 ◽  
pp. 165-184 ◽  
Author(s):  
Derin Atay ◽  
Gökçe Kurt ◽  
Özlem Kaşlıoğlu
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
World Englishes ◽  
Knowledge Transmission ◽  
Critical Perspective ◽  
University Supervisors ◽  
Educational Innovations ◽  
Teachers Professional Development ◽  
Present Case Study

Teachers play a central role in shaping education. Educational innovations succeed or fail with the teachers who shape it (Lieberman & Pointer Mace, 2008); thus teachers' professional development process should be given utmost importance and organized in a way that supports and promotes their growth. Traditional INSET programs based on knowledge-transmission are found to be ineffective in reaching this aim. The present case-study introduces a collaborative INSET program, in which the participating pre-and in-service teachers tried to develop their understanding of World Englishes and integrate it into teaching under the guidance of university supervisors. Data collected by means of interviews revealed that this process enriched the knowledge of the participants and enabled them to look at the relevant issue from a critical perspective.

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

scholarly journals Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 78-93
Author(s):  
Khaled Dweikat ◽  
Munther Zyoud
Keyword(s):  
Professional Development ◽  
Online Technologies ◽  
Female Teachers ◽  
The Social ◽  
Efl Teachers ◽  
Focus Group Meeting ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
New Situation

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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