Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages

Tamar Shamir-Inbal, Orit Avidov-Ungar, Shlomit Hadad, Ina Blau

פרסום מחקרי: פרסום בכתב עתמאמרביקורת עמיתים

תקציר

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.

שפה מקוריתאנגלית
מספר המאמר21
כתב עתResearch and Practice in Technology Enhanced Learning
כרך20
מזהי עצם דיגיטלי (DOIs)
סטטוס פרסוםפורסם - 1 ינו׳ 2025

הערה ביבליוגרפית

Publisher Copyright:
© The Author(s). 2024.

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להלן מוצגים תחומי המחקר של הפרסום 'Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages'. יחד הם יוצרים טביעת אצבע ייחודית.

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