Training needs and online learning preferences of early childhood professionals

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

“…Ninety-two percent of teachers who agreed and all teachers who strongly agreed that they experienced a smooth transition to online teaching were those who rated themselves as highly competent. This parallels the literature on the importance of self-efficacy (Bray-Clark & Bates, 2003 ; Davis et al, 2006 ) and technological competency complementing content and pedagogical knowledge (Álvarez et al, 2009 ; Barnes et al, 2018 ; Lao & Gonzales, 2005 ; Saadé et al, 2007 ; Tinoca & Oliveira, 2013 ) to ensure smooth online teaching experiences.…”

“…Effective professional development (PD) focusing on integrating TPACK (Koehler & Mishra, 2009 ) would enhance teachers’ knowledge, technological competency, and self-efficacy in online teaching. Enhanced TPACK has the potential to impact the quality and rigor of online teaching (Álvarez et al, 2009 ; Barnes et al, 2018 ; Lao & Gonzales, 2005 ; Saadé et al, 2007 ; Tinoca & Oliveira, 2013 ). Research studies (Jung, 2005 ; Smith et al, 2016 ) reiterate the importance of PD for in-service teachers and teacher education, with a focus on curriculum development and assessment using online resources, strategies for interacting with students asynchronously, and developing technological skills.…”

Teacher professional development interventions to promote data use in education

“…Several studies have provided insights into the importance of interaction in OTPD (e.g., Barnes et al, 2018;Herrington et al, 2001;Lin, 2015;Rogers, 2001). Interaction is described as the ways trainers interact and communicate with participating teachers in an online learning environment, such as synchronous or asynchronous interaction (Barnes et al, 2018;Lin, 2015;Rogers, 2001).…”

“…Several studies have provided insights into the importance of interaction in OTPD (e.g., Barnes et al, 2018;Herrington et al, 2001;Lin, 2015;Rogers, 2001). Interaction is described as the ways trainers interact and communicate with participating teachers in an online learning environment, such as synchronous or asynchronous interaction (Barnes et al, 2018;Lin, 2015;Rogers, 2001). Synchronous interaction allows for realtime meetings and discussions (e.g., video conferencing) while asynchronous interaction occurs in a time delay for the interaction to happen (e.g., email).…”

“…Therefore, OTPD should be more tailored to the needs of participants to reduce dropouts or to engage them better (Compen et al, Previous research has provided some insights into teacher preferences for OTPD. Barnes et al (2018) assessed the TPD needs and OTPD preferences of North Carolina early childhood professionals (ECPs) in the US. They used a qualitative approach through focus group discussions and found that the ECPs' preferences for online course format vary, depending on teachers' experiences and learning preferences.…”