For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development

Rodesiler, Luke

doi:10.1080/21532974.2017.1347535

Cited by 22 publications

(11 citation statements)

References 28 publications

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“…These six features correspond with what Parsons et al. (2019) identify, for example the importance of social presence over teacher presence (Holmes et al., 2010; Rodesiler, 2017). Social presence refers to online interactions teachers have with each other in the context of professional development activities (Holmes et al., 2010).…”

Section: Literature Reviewsupporting

confidence: 71%

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

Hertz¹,

Clemson²,

Hansen

et al. 2022

Euro J of Education

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During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On‐site courses with opportunities for peer learning remain popular but demand time and are not financially cost‐effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs.

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Section: Literature Reviewsupporting

confidence: 71%

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

Hertz¹,

Clemson²,

Hansen

et al. 2022

Euro J of Education

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“…CoPs denote participants becoming members of a group, whereas a space is perceived as more fluid and open. In this research study, spaces spanned interactions beyond the online environments where "teachers participate in ways their knowledge and skills allow (e.g., generating and distributing content, posing questions, advising others) and shift their primary aims from teaching to learning and back again as warranted" [84] (p. 139). Pathways and the conversations that happened around its tools and templates seemed to form a space for practitioners to critically reflect on their own and others' practice.…”

Section: Pathways As a Potential 'School Improvement Space'mentioning

confidence: 99%

The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement

Davis

2022

Education Sciences

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This article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based research (DBR) project that studied practitioners’ use of an online resource for primary school practitioners called Pathways for school improvement, designed by Oxford University Press (OUP). Semi-structured interviews, participant observations and a documentary analysis were conducted with teachers and senior leaders in five primary schools across England between 2014 and 2016. Connections were made with the dynamic approach to school improvement (DASI) that encourages practitioners to systematically engage with a variety of evidence in their reflections and efforts to design school and classroom improvement strategies. Pathways’ four-step system and series of systematised tasks under each step seemed to provide opportunities for practitioners to explore elements of theory and practice in conjunction with empirical and pupil performance data, and potentially guide them through how to collaborate with others in developing specific whole school approaches to improvement. Opportunities and challenges in developing collective capacity for improvement are also explored.

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“…In the second category of Teachers and oTPD, researchers showed a strong interest in collaboration and building communities of learning for teachers (e.g., So et al, 2009;Masters et al, 2010;Rodesiler, 2017). For example, a study based on teachers' perceptions of their learning studied implementation of an existing wide-reaching oTPD in Australia where the participating teachers were enrolled in the oTPD as part of their leadership accreditation process (Fasso, 2010).…”

Section: Innovation In Communities Of Practice and Collaborationmentioning

confidence: 99%

Examining a Decade of Research in Online Teacher Professional Development

et al. 2020

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This literature review documents research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretically grounded design, implementation, and evaluation. Research in oTPD is moving forward in more sophisticated ways and adding to our understanding of highquality practices that engage teachers in meaningful teacher professional learning in online contexts.

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For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development

Cited by 22 publications

References 28 publications

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement

Examining a Decade of Research in Online Teacher Professional Development

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