scholarly journals Effective online professional development: Teacher perceptions, practices, and preferences

2020 ◽  
Author(s):  
Trisha Poole ◽  
Angela Fitzgerald ◽  
Chris Dann
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Future Development ◽  
Self Efficacy ◽  
Online Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Professional Development ◽  
The Future ◽  
Human Connection

Abstract Never before has the importance of effective online professional development been more prominent than it has during the COVID-19 times with the significant transition to working and teaching online. Effective professional development (PD) is critical in supporting in-service teachers to continue developing professionally, expanding their knowledge, skills, and abilities, and enhancing self-efficacy. The elements of effective face-to-face PD have been researched extensively, but those for online PD remain elusive. This paper reports on the perspectives of in-service teachers who were surveyed on their preferences, practices, and perceptions of effective online PD. The elements of effective online PD were identified: flexibility, human connection, content, savings, and technology. These elements are presented in the context of teachers’ behaviours and preferences, which allows a deeper understanding of how to design and develop effective online PD. These findings support the future development of a framework for effective online PD for in-service teachers.

A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

Teacher perceptions of effective professional development: insights for design

2021 ◽  
pp. 1-14
Author(s):  
Ling Zhang ◽  
Richard Allen Carter ◽  
Jihong Zhang ◽  
Tiffany L. Hunt ◽  
Christopher R. Emerling ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Effective Professional Development

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
College Instructors ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Decision Cycle ◽  
Online Setting ◽  
Virtual Setting ◽  
Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

scholarly journals The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change

2016 ◽  
Vol 18 (1) ◽  
pp. 84-94 ◽  
Author(s):  
Julia H. Yoo
Keyword(s):  
Professional Development ◽  
Teacher Efficacy ◽  
Self Efficacy ◽  
Learning Experience ◽  
Online Professional Development ◽  
Score Change ◽  
Development Experience ◽  
Qualitative Methodologies ◽  
K 12

Abstract The current study examined the effect of an online professional development learning experience on teachers’ self-efficacy through 148 (Male=22; Female=126) K-12 teachers and school educators. The Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen- Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally, all participants’ descriptive self-analysis of their own score change was examined to analyze teachers’ attributions of their self-efficacy change. Both quantitative and qualitative methodologies were used to analyze the data. The findings indicated that teacher efficacy increased as a result of their online professional development experience. Participants’ self-analysis of their efficacy change provided some possible explanations for mixed reports for the influence of experience on teacher efficacy.

scholarly journals Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative? (An Evaluation Using the CIPP Model)

2021 ◽  
Vol 5 (2) ◽  
pp. 162-171
Author(s):  
Santi Setiani Hasanah* ◽  
Anna Permanasari ◽  
Riandi Riandi
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Program Implementation ◽  
Online Training ◽  
Product Evaluation ◽  
Online Professional Development ◽  
Mixed Method Research ◽  
Stem Learning ◽  
Face To Face ◽  
Cipp Model

During the pandemic, face-to-face training should not be carried out to reduce the spread of the covid outbreak. Therefore, online teacher professional development is an alternative method to replace the face-to-face training. In a program implementation, evaluation is an important component to determine whether the program has been implemented well or not. This evaluation is important to determine the effect of this online training on improving STEM PCK teachers. The evaluation used the CIPP model (Context, Input, Process, and Product), with the embedded mixed method research. This research was conducted on 60 science teachers of SMP alumni online training organized by PPPPTK IPA, from the “Sayangi Bumi” classroom. The results of the context evaluation show that 100% of respondents stated that the program is in accordance with the needs of teachers to strengthen their PCK., while the resources used in the program (Input evaluation) were good. The program implementation process ran 100% as planned and the product evaluation shows an increased teachers' understanding of the STEM approach. Teacher considered that the online professional development is very useful for teachers and can develop their skills in implementing STEM learning during distance learning. Online PD, apart from low-cost, can actually be an alternative way in improving teachers' STEM PCK competence and it also can reach all islands in Indonesia

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

2008 ◽  
Vol 33 (2) ◽  
Author(s):  
George Zhou ◽  
Stanley Varnhagen ◽  
Myrna R. Sears ◽  
Susan Kasprzak ◽  
Gail Shervey
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Change ◽  
Online Professional Development ◽  
Inservice Teachers ◽  
Face To Face ◽  
Information And Communication ◽  
Groupe De Discussion

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

scholarly journals Pedagogical self-efficacy of future music teachers: factors and ways of development

2017 ◽  
pp. 133-135 ◽  
Author(s):  
T. I. Kremeshna
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Music Teachers ◽  
Emotional State ◽  
Self Regulation ◽  
Future Teacher ◽  
Previous Experience ◽  
Future Teachers ◽  
The Future ◽  
Mechanisms Of Development

The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.

Pre-service teacher perceptions of teaching health education online

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vaughan Cruickshank ◽  
Casey Mainsbridge
Keyword(s):  
Professional Development ◽  
Health Education ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
School Health ◽  
Online Delivery ◽  
Content Type ◽  
The Future ◽  
School Health Education ◽  
Personal Reflections

PurposeThe forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.Design/methodology/approachPST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.FindingsPST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.Originality/valueLittle is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.

Sign in / Sign up

Export Citation Format

Share Document