Social Validity of an Early Intervention Online Professional Development Program

2021 ◽  
Vol 34 (3) ◽  
pp. 241-261
Author(s):  
Sarah J. Sexton ◽  
Lihua Yang ◽  
Deborah Hamby
Keyword(s):  
Professional Development ◽  
Early Intervention ◽  
Social Validity ◽  
Development Program ◽  
Professional Development Program ◽  
Online Professional Development

Feasibility of an Online Professional Development Program for Early Intervention Practitioners

2014 ◽  
Vol 27 (2) ◽  
pp. 174-191 ◽  
Author(s):  
Kathleen B. Kyzar ◽  
Caya Chiu ◽  
Peggy Kemp ◽  
Heather Michelle Aldersey ◽  
Ann P. Turnbull ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Intervention ◽  
Development Program ◽  
Professional Development Program ◽  
Online Professional Development

Multimodal Narratives as a Tool for In-Service Teachers in an Online Professional Development Course

2019 ◽  
pp. 191-210
Author(s):  
Daniela Pedrosa ◽  
Gonçalo Cruz ◽  
Leonel Morgado
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Narrative Structure ◽  
Formative Feedback ◽  
Professional Development Program ◽  
Online Professional Development ◽  
Initial Contact ◽  
Self Reflection ◽  
Three Stages ◽  
Development Course

This chapter presents how multimodal narratives were employed as a self-reflection tool within an online professional development program for in-service teacher training at Universidade Aberta, Portugal during two editions of a pedagogic practice course. The chapter includes the aspects that raised issues and those that trainees performed correctly. This is done in three stages: beforehand, upon initial contact with multimodal narratives, and after providing feedback to trainees. The most relevant issues were in aspects directly required to enrich the narrative. Aspects related to multimodal narrative structure and features were completed successfully. It is recommended that future attempts to employ multimodal narratives in this context adapt learning resources and pedagogic support practices by employing formative feedback and continual support during the trainees' process of exploring and exploiting multimodal narratives.

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