TY - JOUR
T1 - Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages
AU - Shamir-Inbal, Tamar
AU - Avidov-Ungar, Orit
AU - Hadad, Shlomit
AU - Blau, Ina
N1 - Publisher Copyright:
© The Author(s). 2024.
PY - 2025/1/1
Y1 - 2025/1/1
N2 - This mixed-method study examined formal and informal teacher professional development (TPD) processes in Remote Teaching (RT) context. Semi-structured interviews were conducted with 60 elementary homeroom teachers in early, middle, and senior career stages. The bottom-up analysis (N=2,537 statements) revealed two types of TPD: informal-spontaneous and formal-institutional. The findings highlight the need to strengthen technology-enhanced pedagogy in both formal and informal TPD, in order to optimize RT and technology-enhanced classroom learning. Informal training occurred through network and/or with colleagues. Teachers emphasized the contribution of online communication tools to their techno-pedagogical knowledge. They widely used digital tools for teacher-centered illustration and demonstration, while assessment and creation tools were less prevalent. Familiarity with collaborative, pedagogical, class-management tools and digital games occurred mainly in formal-institutional training.
AB - This mixed-method study examined formal and informal teacher professional development (TPD) processes in Remote Teaching (RT) context. Semi-structured interviews were conducted with 60 elementary homeroom teachers in early, middle, and senior career stages. The bottom-up analysis (N=2,537 statements) revealed two types of TPD: informal-spontaneous and formal-institutional. The findings highlight the need to strengthen technology-enhanced pedagogy in both formal and informal TPD, in order to optimize RT and technology-enhanced classroom learning. Informal training occurred through network and/or with colleagues. Teachers emphasized the contribution of online communication tools to their techno-pedagogical knowledge. They widely used digital tools for teacher-centered illustration and demonstration, while assessment and creation tools were less prevalent. Familiarity with collaborative, pedagogical, class-management tools and digital games occurred mainly in formal-institutional training.
KW - Early, middle, and senior teacher career stages
KW - Informal-spontaneous and formal-institutional teacher training
KW - Online communication tools
KW - Remote Teaching (RT)
KW - Teacher professional development (TPD)
KW - Teacher techno-pedagogical knowledge and skills
UR - http://www.scopus.com/inward/record.url?scp=85215121502&partnerID=8YFLogxK
U2 - 10.58459/rptel.2025.20021
DO - 10.58459/rptel.2025.20021
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AN - SCOPUS:85215121502
SN - 1793-7078
VL - 20
JO - Research and Practice in Technology Enhanced Learning
JF - Research and Practice in Technology Enhanced Learning
M1 - 21
ER -