scholarly journals Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher

2021 ◽  
Vol 14 (1) ◽  
pp. ep328
Author(s):  
Xuan Zhou ◽  
Yolanda Padron ◽  
Hersh Waxman
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Integration ◽  
Efl Teacher ◽  
Development Experience ◽  
The Relationship

Exploring the Factors to Determine the Competence of Technology Integration for Teacher Candidates

2011 ◽  
pp. 355-361
Author(s):  
Hae Seong Park ◽  
Joanne Gilbreath ◽  
Daniel Lawson ◽  
Helen Easterling Williams
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Candidates ◽  
Training Programs ◽  
Hierarchical Regression ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Design Considerations

The purpose of this study is to examine the factors to determine the competence of technology integration for teacher candidates. This study utilized data from a 2006 quick-response survey entitled ‘Educational Technology in Teacher Education Programs for Initial Licensure.’ Only 1,350 institutions that have teacher education programs for initial licensure were selected. The result of a hierarchical regression revealed that the extent of institutional training programs for technology explain most variation (33%) of the competence of technology integration of teacher candidates. In addition, the more variation of technology programs an institution employs in its program, the more confidence the teacher candidates possess. The result supports findings from previous research as well as supporting some emphasis on professional development design considerations that may be of value to those planning the similar technology trainings.

scholarly journals Adoption of educational technology ten years after setting strategic goals: A Canadian university case

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Integration ◽  
Technology Adoption ◽  
Focus Groups ◽  
Reward System ◽  
Use Of Technology ◽  
Professional Development Needs ◽  
Strategic Goals ◽  
The University

<span>Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.</span>

CHILD-PARENT RELATIONS AS A FACTOR IN THE FORMATION OF PROFESSIONAL PREFERENCES IN PEDAGOGICAL DYNASTIES

2020 ◽  
Vol 2 (4) ◽  
pp. 126-130
Author(s):  
N. V. SHAMANIN ◽  
Keyword(s):  
Professional Development ◽  
The Family ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Professional Preferences ◽  
Parent Child

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

Career development and individuals with physical disabilities

2014 ◽  
Vol 19 (2) ◽  
pp. 222-243 ◽  
Author(s):  
Mercedes Villanueva-Flores ◽  
Ramón Valle-Cabrera ◽  
Mar Bornay-Barrachina
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Perceived Discrimination ◽  
Physical Disabilities ◽  
Human Resources Management ◽  
Mediating Effect ◽  
Job Dissatisfaction ◽  
Content Type ◽  
Perceptions Of Inequality ◽  
The Relationship

Purpose – Few studies have focussed on the situation of employees with physical disabilities from the perspective of human resources management – in particular on the career development expectations of this group. The purpose of this paper is to meet this need by focussing on individuals with physical disabilities in Andalusia (Spain). It analyzes three key aspects: whether the perception of discrimination is related to the perception of inequity due to their disabilities, with this relationship being moderated by gender; whether these perceptions of inequality and discrimination lead to feelings of dissatisfaction with the employing organization; and whether the perception of discrimination mediates the relationship between perceived inequity and job dissatisfaction. Design/methodology/approach – Using the theoretical framework of organizational justice, regression analysis is applied to test the hypotheses in a population of 459 employed people with physical disabilities. Findings – The results show that perceived discrimination is due to perceived inequity when peers who do not have a disability are used as comparative reference; however, this relationship is not moderated by gender. These perceptions of inequity and discrimination cause individuals to feel dissatisfaction in organizations, and a mediating effect is found for the perception of discrimination in professional development opportunities. The control variables considered, age and education, are not significant in the relationships studied. Originality/value – An original and valued model is proposed to explain job dissatisfaction among employees with physical disabilities and the possibility of perceiving a dual disadvantage, in their possibilities for professional development. The model links together three variables that have not previously been linked all together in the literature – perceived inequity, perceived discrimination on the grounds of disability, and dissatisfaction – highlighting that perceived discrimination on the grounds of disability mediates the relationship between perceived inequity and dissatisfaction. This model can also examine whether a dual disadvantage is perceived owing to an individual's being a woman and having a disability, considering gender as a variable that moderates the relationship between perceived inequity and perceived discrimination on the grounds of disability.

Trosbaserade organisationer och professionsutveckling

2021 ◽  
Vol 8 ◽  
Author(s):  
Mikael Hallenius
Keyword(s):  
Professional Development ◽  
Practical Theology ◽  
Lessons Learned ◽  
Critical Reading ◽  
Religious Identities ◽  
Faith Based ◽  
Ibn Rushd ◽  
Is Theory ◽  
Faith Based Organizations ◽  
The Relationship

Faith-based organizations and professional development: A case for practical theology? The question discussed in this article is: “in what ways can perspectives from practical theology  contribute to the study of professional development within faith-based organizations? To an swer this question, I present my critical reading of the report, När tilliten prövas: En studie av  studieförbundet Ibn Rushd samhällsbidrag (2019) and the results are analyzed utilizing per spectives from practical theology. My method is theory-testing critical reading where I search  for and present concepts in the report concerning 1) What is said of religion in the relationship  between religion and society in the report? 2) Which perspectives are raised in the report con cerning stakeholders, staff, and visitors/participants behavior? Finally, using perspectives from  practical theology, I outline two answers addressing what professional development in faith based organizations is and how practical theology can contribute in this field. Firstly, I propose  that professional development in faith-based professions occurs when one’s own and other’s  expression of intentional religion is perceived as one of many positive assets from the onset.  Practical theology has the resources to both study and develop knowledge in these processes.  Secondly, I claim that practical theology has resources to identify and utilize lessons learned  from other professions with clear religious identities. Their experiences should be of interest  for actors dealing with similar challenges and for society in general. Professional development  in faith-based organizations is a case for practical theology.  

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