scholarly journals Online Teacher Professional Development in Canada: A Review of the Research

2021 ◽  
Vol 47 (2) ◽  
Author(s):  
Pamela Beach ◽  
Elena Favret ◽  
Alexandra Minuk
Keyword(s):  
Professional Development ◽  
Research Methods ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Knowledge Exchange ◽  
Geographical Regions ◽  
Study Characteristics ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

scholarly journals Professional Learning in a Digital Age / L’apprentissage professionnel à l’ère numérique

2012 ◽  
Vol 38 (2) ◽  
Author(s):  
Charmaine Brooks ◽  
Susan Gibson
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Educational Leaders ◽  
Digital Age ◽  
Teaching Profession ◽  
Formation Professionnelle ◽  
De Re ◽  
Teacher Professional ◽  
Online Teacher

While professional development (PD) has always been central to the teaching profession, increasingly traditional models of PD are out of step with contemporary ways of learning. Commiserate with the literature, we see the field moving along a continuum which reflects changes in what, how and when teachers learn. Following a brief sketch of the online teacher professional development (oTPD) field, we identify important considerations of emerging models of technology-mediated professional learning (TMPL). We posit the catalyst for the transformation of education, as envisioned by countless educational leaders, may lie in reimaging professional development as professional learning in a networked age. Alors que le perfectionnement professionnel (« PP ») a toujours été au cœur de la profession d’enseignant, les modèles traditionnels de PP sont de plus en plus décalés par rapport aux méthodes contemporaines d’apprentissage. Nous voyons ce domaine progresser dans un continuum qui reflète les changements dans ce que les enseignants apprennent, dans la façon et le moment où ils l’apprennent, et cette progression correspond à la littérature. Après un survol du domaine du perfectionnement professionnel en ligne pour les enseignants, nous cernons des considérations importantes sur les modèles émergents de la formation professionnelle assistée par ordinateur. Nous postulons que le catalyseur de la transformation de l’éducation, comme conçue par d’innombrables chefs de file de la pédagogie, pourrait être de ré-imaginer le perfectionnement professionnel comme une formation professionnelle à l’ère des réseaux.

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

2020 ◽  
Vol 64 (4) ◽  
pp. 304-318
Author(s):  
Matthew J. Edinger
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Gifted Education ◽  
Discussion Board ◽  
Theory And Practice ◽  
Self Report ◽  
Learning Design ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

scholarly journals Applying constructionist principles to online teacher professional development

2011 ◽  
Vol 12 (6) ◽  
pp. 143 ◽  
Author(s):  
Nathaniel Mark Ostashewski ◽  
Doug Reid ◽  
Susan Moisey
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Teacher Professional Development ◽  
Online Community ◽  
Social Networking Site ◽  
Just In Time ◽  
Hands On ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

<p>This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.</p>

A Research Agenda for Online Teacher Professional Development

2008 ◽  
Vol 60 (1) ◽  
pp. 8-19 ◽  
Author(s):  
Chris Dede ◽  
Diane Jass Ketelhut ◽  
Pamela Whitehouse ◽  
Lisa Breit ◽  
Erin M. McCloskey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Research Agenda ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

scholarly journals EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Policy Makers ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.

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