scholarly journals Assessment of Online Professional Development on Faculty Teaching Virtually

2021 ◽  
Author(s):  
Jamie Gurganus ◽  
Anita Komlodi ◽  
Neha Raikar ◽  
Maria Sanchez ◽  
Charles Eggleton ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Professional Development ◽  
Faculty Teaching

scholarly journals Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

Online professional development

2016 ◽  
Vol 97 (5) ◽  
pp. 70-73 ◽  
Author(s):  
Meg S. Bates ◽  
Lena Phalen ◽  
Cheryl Moran
Keyword(s):  
Professional Development ◽  
Online Professional Development

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

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