| Title: |
Educators' Perceptions and Experiences of Online Teacher Professional Development |
| Language: |
English |
| Authors: |
Meaghan Elaine Brugha (ORCID 0000-0001-6453-5328); Imran Arif (ORCID 0009-0004-5709-1430); Sarah Peters (ORCID 0000-0003-1865-4769); Farah Ahm (ORCID 0000-0001-7667-6080); Chiara Piccini (ORCID 0009-0009-3301-3020); Gonzalo M. A. Bermudez (ORCID 0000-0001-9734-0965); Jane Goodland (ORCID 0000-0002-2913-6767); Deepthy Raghavendra (ORCID 0009-0003-4708-1928); Kirk Weeden (ORCID 0009-0001-6946-8926) |
| Source: |
Journal of Interactive Media in Education. 2024 2024(1). |
| Availability: |
Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Teacher Attitudes; MOOCs; Faculty Development; Teaching Experience; Learner Engagement; Peer Relationship; Communities of Practice |
| Abstract: |
Online teacher professional development (oTPD) provision has seen a rapid increase in recent years, with significant growth during the COVID-19 pandemic. However, concerns persist around equitable access, course retention and completion, the relevance of materials for varied contexts, and the level of engagement that is realistically possible. More research is needed regarding the ways in which learners in these contexts engage in learning and the impact on their practice. Using a phenomenological approach (Creswell 2013), this paper identifies and documents educators' perceptions and real, lived experiences of oTPD during a Massive Open Online Course (MOOC) entitled 'The Fundamentals of Educational Dialogue'. Findings indicate that educators' perceptions of oTPD impact and correlate with their experiences. Participants are responsive to how courses are designed (e.g. course aims, structure, cost, and opportunities to meaningfully connect with other practitioners), which influences their engagement in the course and levels of interaction with peers, and ultimately affects the ways in which the course impacts their personal and professional lives. Implications for future oTPD courses include utilising a framework that recognises learners as reflective, critical professionals who shape their own and others' experiences. This encourages a view of capacity building as not ending with the acquisition of subject knowledge alone but rather results in a greater depth of learning, particularly when dialogue is used as a pedagogical tool to co-create new knowledge. This intentional sharing of perspectives and reflective engagement with the differences therein can ultimately contribute to fostering a sustainable community of practice. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1445969 |
| Database: |
ERIC |