Lifelong learning processes in professional development for online teachers during the Covid era
Datos Bibliográficos
| ID | 22166334 |
|---|---|
| Autores | Iris Reychav (0000-0001-8963-3776, Ariel University, autor de correspondencia), Nitzan Elyakim (0000-0001-9530-2164, Holon Institute of Technology), Roger McHaney (0000-0001-9501-3741, Kansas State University) |
| Año | 2023 |
| Volumen | 8 |
| Fecha de publicación | 2023-03-16 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Frontiers in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editorial | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1041800 |
| OpenAlex | W4327605566 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 100 |
Introduction Lifelong learning encompasses four pillars: (1) learning to know; (2) learning to do; (3) learning to be; and (4) learning to live together. These four pillars, which are expanded upon within the current study provide a lens to examine relationships between professional development, use of technology for remote online teaching, and pedagogical efficacy in the age of COVID-19. Methods The study examined survey responses from 372 primary school subjects representing six different districts, and interviews with 16 teachers. The responses were analyzed using correlation and MANOVA statistical tests. Results Teachers’ professional development processes were found to have a positive impact on the teachers’ pedagogical efficacy, by means of positive perceptions toward the use of technology for remote online teaching. Learning foci predicted the use of technology, and the use of technology predicted learning assessment measurements. Discussion The study’s findings reinforce the need for professional development processes based on systematic identification of pedagogical needs that arise in the field, their analysis and the understanding of the added value of pedagogical tools that can support enhanced implementation of teaching - learning - evaluation. The study’s findings point to epistemological elements related to the types of acquired knowledge and to learning methods, which make it possible to differentiate between various processes in teachers’ professional development as well as processes in the use of innovative pedagogical technology
Educational technology · Lifelong learning · Mathematics education · Multimedia · Online learning · Pedagogy · Perception · Professional development · Professional learning community · Computer Science · Educational Innovations and Challenges · Medicine · Psychology · Psychology of Development and Education · Technology-Enhanced Education Studies
Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers’ intention to use mobile internet
Videobased lesson analysis
Schools as professional learning communities
Teachers and differentiated instruction
Learning loss due to school closures during the Covid-19 pandemic
Categorising teachers’ use of social media for their professional learning
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Successful design and delivery of online professional development for teachers
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Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
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Learning to know, be, do, and live together with in the cross-cultural experiences of immigrant teacher educators
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Naturalistic inquiry
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| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2024 - 2025 (2) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |