Innovating teachers’ professional learning through digital technologies

Minea-Pic, Andreea

doi:10.1787/3329fae9-en

Cited by 8 publications

(16 citation statements)

References 29 publications

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“…The results showed the importance of a clear and detailed course description. In this sense, Minea-Pic [4] refers to the need for and importance of a design that aims to support teachers in these massive environments, especially inexperienced teachers: The collected data also showed the prerequisites' importance, since online course experience, skills, knowledge, and teachers' needs influence their engagement in MOOC [4] and their perception of the course's relevance [24].…”

Section: Resultsmentioning

confidence: 99%

“…In addition to teacher training, MOOCs content should be aligned with the curriculum and resources should stimulate teacher motivation [4].…”

Section: Resultsmentioning

confidence: 99%

“…MOOCs for teachers should focus on the exchange of ideas among peers [26], on a culture of sharing, and on supporting the review, reflection and discussion of their beliefs and practices [27]. Moreover, it is important to develop a social approach and a sense of community, integrating activities that promote an environment of trust and support among teachers: "online communities provide teachers with enhanced opportunities for exchanging, sharing resources and learning collaboratively" [4] (p. 13).…”

Section: Resultsmentioning

confidence: 99%

“…Although the advantages brought by MOOCs are recognized, if we considered that teachers represent a significant portion of MOOCs learners [4], the effectiveness of these courses on teachers or other education professionals is not yet evident [4][5][6]. Therefore, it is necessary to investigate the impact that the MOOCs can produce on the teachers' professional development.…”

Section: Introductionmentioning

confidence: 99%

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MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

et al. 2022

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This paper aims to present a conceptual framework for Massive Open Online Courses (MOOCs) design with regard to continuous teacher training, where a mixed methodology research approach was used. This methodology was structured in two consecutive phases: The first phase adopted a sequential exploratory strategy, where a scoping literature review approach was applied, and analysis content techniques were used to map and analyze the key dimensions in the design of MOOCs. The second phase was based on the concurrent triangulation strategy, where the quantitative data were extracted from 103 questionnaires and the qualitative data were obtained from two mini focus group interviews, which contributed to the development of the framework. Based on the data collected in phase 2, we proposed a framework which is structured in three main dimensions and ten subdimensions: (i) Resources—Human and Technological infrastructure; (ii) Design—Course overview, Target learners, Pedagogical approaches, Goals, Learning materials, content and activities and Assessment activities; and (iii) Organization and monitoring—Accreditation and Data monitoring and evaluation. This paper contributes to the actual state of the art in MOOCs design given the inexistence of frameworks for such courses in the specific case of continuous teacher training, and it shows the importance of accreditation recognition by the Portuguese entities.

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Section: Resultsmentioning

confidence: 99%

“…In addition to teacher training, MOOCs content should be aligned with the curriculum and resources should stimulate teacher motivation [4].…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

et al. 2022

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“…Reframing teacher professionalism remains an important policy challenge to recognise and enhance teacher practice and status (Ulferts, 2021 [55]). Some view teaching as a semi-profession and others assert that teaching should be considered the "mother of all professions" (McDonald, 1956 [56]; Guerriero, 2017 [57]; Ulferts, 2021 [55]; Korthagen, 2004[8]). Teacher professionalism requires a multi-faceted approach such as those outlined in the five pillars through TALIS (OECD, 2019 [44]) which are (1) knowledge and skills base, (2) the status and standing of the profession, (3) peer control, (4) responsibility and autonomy, and ( 5) the societal value of the profession.…”

Section: What Insights Does Teacher Professional Identity Offer For P...mentioning

confidence: 99%

Teacher professional identity

2022

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2022)5 TEACHER PROFESSIONAL IDENTITY: HOW TO DEVELOP AND SUPPORT IT IN TIMES OF CHANGE Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova

2023

OECD Education Policy Perspectives

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Box 2.1. TEACH -Helping countries track and improve teaching quality Box 2.2. The Australian Professional Standards for Teachers Box 2.3. Inquiry-based collaborative professional development approaches -International examples Box 2.4. Effective models of school-to-school collaborations -Examples from England (United Kingdom) and Shanghai (People's Republic of China) Box 2.5. Approaches to school principal preparation in selected OECD Members Box 2.6. Developing educational leadership among school leaders and teachers -An example from Ireland Box 3.1. A participatory approach and research-informed curriculum review process -Example from New Zealand Box 3.2. Digital technologies are transforming education -Examples from Estonia and Shanghai (PRC) Box 4.1. Differentiated career structures for teachers -Examples from Singapore and the Republic of North Macedonia Box 4.2. "Optimising Multi-level Support for School Improvement in Scotland (United Kingdom)" -International peer learning event among selected OECD MembersNote: This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.No. 78 -An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in the Republic of Moldova  5 OECD EDUCATION POLICY PERSPECTIVES © OECD 2023This report is the first output of the project that presents an in-depth analysis of two of the selected policy domains: "professional development of teachers and other education professionals" and "curriculum and learning resources". Recognising its institutional capacity for effective planning and management of education sector development in low-and middle-income countries, OECD sought a collaboration with the UNESCO International Institute for Education Planning (IIEP) to jointly undertake this work.A second report has been developed that focusses on the third identified policy domain, "the evaluation of Vocational Education and Training (VET) programmes and institutions" (OECD, 2023[4]). 1 Education in Moldova: an overview 6  No. 78 -An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in the Republic of Moldova OECD EDUCATION POLICY PERSPECTIVES © OECD 2023Following a brief introduction to Moldova and its school system (Section 1), this report provides a detailed assessment of the policies and practices concerning the professional development of teachers and school leaders (Section 2). This is followed by a discussion on the current curriculum review approach and the partially untapped potential of using digital technologies for innovating teaching and student learning (Section 3). Section 4 consists of an examination of several relevant areas of policy and factors of influence on the successful implementation of the Education Development Strategy 2030. At the end of each section, the report offe...

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Innovating teachers’ professional learning through digital technologies

Cited by 8 publications

References 29 publications

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

Teacher professional identity

An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova

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