Design Case for Asynchronous Online Professional Development in Primary Grades Mathematics

Polly, Drew; Martin, Christie

doi:10.1007/978-3-030-36119-8_37

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…They came up with solutions to problems regarding training, content, environment, and conditions. Although Internet access and infrastructure are critical for effective OTPDPs (Heap et al, 2020;Polly & Martin, 2020), online learning is imbued with connection or technical issues (Hodges et al, 2016;Sukhbaatar et al, 2018;Yıldırım, 2020a;Zhao, 2003). The fourth part of the first research question looked into what teachers thought about group work within the scope of the OTPDP.…”

Section: Discussionmentioning

confidence: 99%

“…The results showed that the OTPDP improved their STEM pedagogical content knowledge and technological literacy. Research has shown that OTPDPs improve teachers' pedagogical and content knowledge (Bragg et al, 2021;Healy et al, 2020;Polly & Martin, 2020). Moreover, participants had difficulty setting goals and choosing subjects in their first lesson plans, but they did not have those problems in their second lesson plans.…”

Section: Discussionmentioning

confidence: 99%

“…In short, effective OTPDPs should be long-term, realistic (Huang, 2002), and field-specific programs that provide interactive learning platforms (ILPs) (Schachter et al, 2019), facilitate group work (Donohoo et al, 2018;Sancar et al, 2020), and focus on content knowledge and pedagogical skills (Garner & Kaplan, 20201). Moreover, effective OTPDPs should address technological and pedagogical content knowledge as a whole (Polly & Martin, 2020;Powell & Bodur, 2019). Therefore, a long-term OTPDP tailored to professional development in STEM education was designed in the present study.…”

Section: Creating An Effective Professional Development Programmentioning

confidence: 99%

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Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Yıldırım

Akcan

Öcal

2022

JBSE

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This study addressed teachers’ perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers' perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.” Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs. Keywords: online professional development, STEM education, teacher perception

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Creating An Effective Professional Development Programmentioning

confidence: 99%

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Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Yıldırım

Akcan

Öcal

2022

JBSE

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“…Teachers access materials and resources on websites, watch videos, read texts, listen to audio files, and communicate with their colleagues through discussion forums or blogs. This is characterized by access to multiple media formats (e.g., Derri et al, 2012;Sherman et al, 2008) and is often delivered asynchronously, where teachers can complete assignments at their own pace (e.g., Bates et al, 2016;Polly & Martin, 2020). Thus, teachers might have a stronger sense of autonomy and self-directed and self-regulated learning (Kleiman et al, 2013), which is often beneficial for adult learners (Schraw, 2007).…”

Section: Affordances Of Online Professional Developmentmentioning

confidence: 99%

Effects of Online Teacher Professional Development on the Teacher, Classroom, and Student Level: A Meta-Analysis

Morina¹,

Fütterer²,

Hübner³

et al. 2023

Preprint

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Teachers’ professional development is crucial for effective classroom practice. Due to its advantages, many teachers have participated in online professional development (OPD) in recent years. Numerous studies have investigated the effectiveness of OPD either on the teacher, their classroom, or the student level. However, a comprehensive meta-analysis of these studies is missing. This meta-analysis summarizes findings from 85 quantitative studies with a pre-posttest design. The results indicate large effects of OPD participation on the teacher level (d = 0.66), a medium to large effect on the classroom level (d = 0.59), and a small effect on the student level (d = 0.21). Additionally, we found that the core feature of PD activities, such as collective participation, was positively associated with the effect of the classroom level. Furthermore, we found that studies employing a control-group design reported significantly lower effect sizes on teacher-level outcomes than studies using a within-subject design. At the student level, studies with asynchronous OPD formats reported significantly smaller effect sizes than studies with synchronous OPD formats. Our results suggest that OPD can have substantial simultaneous effects on different school system levels and could be fostered more systematically to enhance school development and improvement processes.

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A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback

Copur-Gencturk,

Orrill

2023

J Math Teacher Educ

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The scalability and accessibility of quality professional development (PD) is an ongoing concern in the teacher education community, yet little research has been conducted on potential solutions. We aimed to address this gap by developing an interactive, virtual PD program that uses intelligent tutoring systems and provides instant feedback to teachers. We then explored the role of this program in developing teachers’ content and pedagogical content knowledge of mathematics. We collected data from 60 teachers located across the USA and found that those who completed the program increased their content and pedagogical content knowledge.

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Design Case for Asynchronous Online Professional Development in Primary Grades Mathematics

Cited by 5 publications

References 7 publications

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Effects of Online Teacher Professional Development on the Teacher, Classroom, and Student Level: A Meta-Analysis

A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback

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