scholarly journals Unexplored Potential in Online In-Service Teacher Professional Development towards Teaching with Technology: Teacher Perceptions, Challenges and Spill-Over Effects in Kenya

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Bernadette K. Kiarie ◽  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Group Discussion ◽  
Training Intervention ◽  
Containment Measures ◽  
Teacher Professional ◽  
Teacher Enhancement ◽  
The Government ◽  
Descriptive Survey

Online courses can provide a worthwhile alternative to on-site Teacher Professional Development (TPD) especially in developing countries such as Kenya. This study was based on a training intervention which helped teachers to cope with the sudden turn of events that came after the government closed schools as one of the COVID-19 containment measures. A private university in Kenya designed and launched an online in-service course to respond to the needs of teachers amidst the pandemic. The university’s Teacher Enhancement Programme (TEP) realized that the training proved to be a game changer for the group of teachers who participated. The online training intervention enabled the teachers to get in touch with learners who were otherwise inaccessible. This study is a descriptive survey with both quantitative and qualitative data from a post survey questionnaire and a focused group discussion. The outcomes of the study indicated that online teacher enhancement programmes are an uncharted potential option for TPD even though there were challenges. The training intervention boosted teacher confidence in using technology to teach, and encouraged them to venture and discover more technology-based teaching tools on their own. The training intervention also led to improved teacher performance in the employment of emergency remote teaching within their learning institutions.

scholarly journals Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Alireza Ahadi ◽  
Matt Bower ◽  
Abhay Singh ◽  
Michael Garrett
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Background Information ◽  
Evaluation Approach ◽  
Online Mode ◽  
Evaluation Models ◽  
Teacher Professional ◽  
Workshop Evaluation

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

scholarly journals Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development

2018 ◽  
Vol 1 (1) ◽  
pp. 13-41
Author(s):  
Panayiotis Antoniou ◽  
Leonidas Kyriakides ◽  
Bert Creemers
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Theoretical Models ◽  
Integrated Approach ◽  
Teaching Skills ◽  
Educational Effectiveness ◽  
Perceptions And Attitudes ◽  
Teacher Professional ◽  
The Impact

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integratedapproach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA andthe second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.

scholarly journals Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana

2020 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Richard Kwabena Akrofi Baafi
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
High Schools ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Teacher Professional Development ◽  
Teaching Quality ◽  
Effective Teacher ◽  
Teacher Professional ◽  
The Government

Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.

scholarly journals PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2015 ◽  
Vol 65 (1) ◽  
pp. 28-38
Author(s):  
Andrea C. Burrows
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teacher Perception ◽  
Science Technology ◽  
Teacher Professional ◽  
Systemic Nature ◽  
And Mathematics ◽  
K 12 ◽  
Academic Year

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

scholarly journals MOST EFFECTIVE INTERNATIONALLY EMERGING IMPLEMENTATION MODELS IN TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS OVER THE LAST DECADE

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Abdulla Al Darayseh ◽  
Sultan Al Sadi ◽  
Yahia Alramamneh
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Meta Analysis ◽  
Vital Role ◽  
Development Programs ◽  
Teacher Professional ◽  
The Government ◽  
Good Policy ◽  
Implementation Models

<p>This study aims to identify effective internationally emerging implementation models in teacher professional development. Several trends in teacher Professional Development are influencing the nature and quality of teacher professional development. The meta-analysis method was used in this study by identifying, collecting, and analysis potential studies to reach the findings. The results show that professional development has the potential to transform the education scene when supported by all industry players. Policy plays a vital role in the success of programs like PD programs. Policies surrounding the government of this model should be carefully structured to guide the PD programs appropriately as well as formulators should be industry players who understand the drivers that affect the education sector and in particular the educators. Good policy choices will mean that the PD stands a chance to be effective. The PD program should be provided with all the necessary resources for it to be effective and to enable smooth running. Educators should be facilitated with the necessary materials they require for the program. Lack of resources means that the PD program will not achieve its intended goals. Resources might be learning resources for the educator, allowances among many others. Extensive collaborations should be done by the sectors that could play a strong role in affecting the education, stakeholders, investors and other parties related in order to reach an agreement on the best model of PD. Additionally, there is a need to determine how best to run the PD programs to be beneficial to the education system.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES

2019 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Anchieta Ave Avillanova ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Junior High School ◽  
Student Assessment ◽  
Performance Standards ◽  
English Teacher ◽  
Challenges And Opportunities ◽  
Teacher Professional ◽  
The Government

This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers� challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers� needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers� real needs as opposed to given programs.

scholarly journals Factors Contributing to Low Teachers Competencies Score

2020 ◽  
Vol 5 (8) ◽  
pp. 1115
Author(s):  
Sabila Nahari ◽  
Mohammad Adnan Latief ◽  
Utari Praba Astuti
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching Effectiveness ◽  
Low Frequency ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Competency ◽  
Teacher Professional ◽  
Job Promotion ◽  
The Government

<p class="IEEEParagraph"><strong>Abstract:</strong> Competent teachers contribute to the students’ achievement significantly. Therefore, the government established a teacher professional development program with various activities. The program aims to improve their teaching skills, professional knowledge, and teaching effectiveness. However, many teachers have low competency even after joining the teacher professional development program. The low teacher competency score can be seen from the result of the teacher competency test. This research uses a quantitative design to investigate factors that contribute to the teachers’ competence. The results show factors that contribute to the low teachers’ competence are not doing classroom action research and writing article, rarely attending seminars or workshop, never being a speaker at seminars, low frequency of maintaining their English skill, not understanding the rights, mechanism, implementation of teacher competency test, not understandingng the objective of teacher competency test as a condition job promotion, and the unreadiness of the teacher in taking the examination.</p><strong>Abstrak:</strong><em> </em>Guru yang kompeten berkontribusi terhadap prestasi siswa secara signifikan. Oleh karena itu, pemerintah membentuk program pengembangan profesional guru dengan berbagai kegiatan. Program ini bertujuan untuk meningkatkan keterampilan mengajar, pengetahuan profesional, dan efektivitas pengajaran mereka. Namun, banyak guru memiliki kompetensi rendah bahkan setelah mengikuti program pengembangan profesional guru. Skor kompetensi guru yang rendah dapat dilihat dari hasil tes kompetensi guru. Penelitian ini menggunakan desain kuantitatif untuk menyelidiki faktor-faktor yang berkontribusi terhadap kompetensi guru. Hasil penelitian menunjukkan faktor-faktor yang berkontribusi terhadap rendahnya kompetensi guru adalah tidak terbiasa melakukan penelitian tindakan kelas dan menulis artikel, jarang menghadiri seminar atau lokakarya, tidak pernah menjadi pembicara di seminar, rendahnya frekuensi guru dalam mempertahankan keterampilan bahasa Inggris mereka, tidak memahami hak, mekanisme, pelaksanaan tes kompetensi guru, tidak memahami tujuan tes kompetensi guru sebagai syarat promosi pekerjaan, dan ketidaksiapan guru dalam mengikuti ujian.

School Organizational Innovative Indicators For Technical Universities And Institutes

2010 ◽  
Vol 3 (7) ◽  
pp. 43 ◽  
Author(s):  
Su-Chang Chen ◽  
Hsi-Chi Hsiao ◽  
Jen-Chia Chang ◽  
Chien-Hua Shen ◽  
Chun-Mei Chou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Curriculum And Instruction ◽  
Organizational Innovation ◽  
Group Discussion ◽  
Student Guidance ◽  
Teacher Professional ◽  
Innovation Leadership ◽  
Innovation Indicators

This study aimed to construct the organizational innovation indicators of technical universities and institutes. This study held a group discussion and expert focus meeting and afterward, this study generalized seven facets of school organizational innovation: leadership innovation, administration innovation, student guidance and activity innovation, curriculum and instruction innovation, teacher professional development innovation, resource application innovation, and campus construction innovation. Then 25 criteria and 83 indices were developed.

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