This study investigates the landscape of online teacher professional development (PD) through a comprehensive analysis of two large-scale datasets. The data for this paper has been collected from two international assessments, namely the Teaching and Learning International Survey (TALIS) 2018 and the National Teacher and Principal Survey (NTPS) 2017-18. Gender, Teaching Experience, Subjects Taught, School Locations, Internet Connection and the Availability of Professional Development Teachers' beliefs about the value of participating in professional development also have Variables that affect Online PD Participation Patterns, Teaching Practices, and Effectiveness.
Descriptive findings document effects at teacher, school, and country levels and shed light on online PD programs' elaborate and hierarchical structure. According to the aforementioned results, a high percentage of PD’s online participation is affirmed (68.7% TALIS, 72.3% NTPS) as well the positive outcomes of the analyzed PD on teaching practices, especially regarding ICT use (Cohen’s d = 0.59). ICT self-efficacy was also the most significant predictor of perceived online PD effectiveness (β = 0. 227, p < .001). The study has also established institutional and design variables, augmenting the results of online PD. Thus, these results enhance the theoretical knowledge of online teacher learning and provide suggestions for practical applications in learning and designing efficient online PD models. The study lays the foundation for further research on the current state of teachers’ professional learning in the context of digital transformation.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Table of Contents
- Introduction
- Introduction
- Defining Online Pedagogy and Teacher Professional Development
- The focus of the Dissertation
- Conclusion
- Literature Review
- Introduction
- The Evolution of Online Pedagogy and Teacher PD
- The Shift to Online Learning
- Models and Dimensions of Online PD
- Gaps and Challenges
- Factors Influencing the Effectiveness of Online PD
- Characteristics of Effective PD
- Barriers and Enablers
- Impacts on Teaching Practice and Student Learning
- Influence on Pedagogical Practices
- Effects on Student Outcomes
- Gaps and Methodological Issues
- Gaps and Future Directions
- Aim, Objectives, and Research Questions
- Conclusion
- Research Methodology
- Introduction
- Research Design
- Justification of Quantitative Approach
- Secondary Data Analysis
- Data Sources
- Identification and Selection of Datasets
- Sampling Procedures
- TALIS 2018 Sampling
- NTPS 2017-18 Sampling
- Data Analysis Procedures
- Data Preparation and Cleaning
- Descriptive Statistics
- Inferential Statistics
- Multilevel Modeling
- Comparative Analysis
- Ethical Considerations
- Limitations and Methodological Considerations
- Conclusion
- Data Analysis, Results, and Discussion
- Introduction
- Data Preparation and Preliminary Analysis
- Data Cleaning and Variable Recoding
- Handling Missing Data
- Scale Reliability
- Descriptive Statistics
- Sample Characteristics
- Online PD Participation
- Inferential Analysis
- Factors Influencing Online PD Participation
- Impact of Online PD on Teaching Practices
- Predictors of Online PD Effectiveness
- Multilevel Analysis of Online PD Experiences
- Discussion of Findings
- Patterns of Online PD Participation
- Impact on Teaching Practices
- Factors Influencing Online PD Effectiveness
- Contextual Influences on Online PD Experiences
- Synthesis of Findings
- Implications for Practice and Policy
- Limitations and Future Research Directions
- Conclusion
- Conclusion and Recommendations
- Introduction
- Summary of Key Findings
- Patterns of Online PD Participation
- Impact on Teaching Practices
- Factors Influencing Online PD Effectiveness
- Multilevel Influences on Online PD Experiences
- Theoretical Implications
- Expanding TPACK Framework
- Self-Efficacy in Online Learning Contexts
- Ecological Systems in Online PD
- Bridging Formal and Informal Learning
- Practical Implications
- Differentiated PD Strategies
- Emphasis on Building ICT Self-Efficacy
- Cultivating Supportive School Environments
- Enhancing Online PD Design
- Addressing Contextual Factors
- Policy Recommendations
- Limitations and Future Research Directions
- Conclusion
- Reference List
- Appendices
- Appendix A: Dataset Descriptions
- A.1 Teaching and Learning International Survey (TALIS) 2018
- A.2 National Teacher and Principal Survey (NTPS) 2017-18
- Appendix B: Supplementary Statistical Analyses
- B.2 Factor Analysis for Scale Construction
- B.3 Assumptions Testing for Statistical Analyses
- Appendix C: Survey Instruments
- C.1 TALIS 2018 Teacher Questionnaire (Excerpts)
- C.2 NTPS 2017-18 Teacher Questionnaire (Excerpts)
- Appendix D: Additional Tables and Figures
- D.1 Correlation Matrix of Key Variables
- D.2 Detailed Regression Results
- D.3 Multilevel Model Equations
- D.4 Sample Size Calculation
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to analyze the current state of online teacher professional development (PD) in higher learning institutions, exploring its impact on teaching practices and student outcomes. It investigates the factors influencing online PD participation and effectiveness, taking into account individual, school, and country-level variables.
- The role of online professional development in teacher education and its influence on teaching practices.
- Factors affecting online PD participation patterns, including teacher characteristics, school context, and technology access.
- The relationship between online PD and its impact on teaching practices, particularly in relation to ICT use.
- The importance of ICT self-efficacy in enhancing the effectiveness of online PD.
- The influence of institutional and design variables on the effectiveness of online PD programs.
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction: This chapter provides an overview of online pedagogy and teacher professional development, defining key terms and outlining the focus of the study. It discusses the dissertation's objectives and research questions, concluding with a brief summary of the study's overall scope.
- Chapter 2: Literature Review: This chapter presents a comprehensive review of the relevant literature on online pedagogy, teacher professional development, and their influences on teaching practices and student learning. It explores models and dimensions of online PD, identifies key factors affecting its effectiveness, and discusses existing gaps and challenges.
- Chapter 3: Research Methodology: This chapter details the study's research design, data sources, and analysis methods. It explains the rationale for the quantitative approach, discusses the datasets used, and describes the sampling procedures and data analysis techniques employed.
- Chapter 4: Data Analysis, Results, and Discussion: This chapter presents the findings of the study, analyzing the collected data to explore patterns of online PD participation, its impact on teaching practices, and the factors influencing its effectiveness. It utilizes descriptive statistics, inferential analyses, and multilevel modeling to understand the relationships between variables.
Schlüsselwörter (Keywords)
The study focuses on the key concepts of Teacher Professional Development, Online Pedagogy, Higher Learning Context, online PD participation patterns, teaching practices, ICT use, ICT self-efficacy, and institutional and design variables.
- Quote paper
- Nicholas Odwar (Author), 2024, Components of Teacher Professional Development in Online Pedagogy in Higher Learning Context, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1495957
