Relevant bibliographies by topics / Online professional development of pedagogues

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online professional development of pedagogues'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Online professional development of pedagogues"

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TOKARUK, Liudmyla, and Olena MUZYKA. "APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PROFESSIONAL ORIENTATION ACTIVITIES OF SOCIAL EDUCATORS IN SECONDARY EDUCATION INSTITUTIONS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (17) (2023): 62–68. http://dx.doi.org/10.17721/2415-3699.2023.17.12.

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n connection with military actions on the territory of Ukraine, the market of labor and educational services is in a state of partial recession, which determines the continuation of the active implementation of information and communication technologies in the process of career guidance of schoolchildren. The problem of career guidance is becoming more and more relevant and important in secondary education institutions, because the modern professional world needs qualified and competitive specialists in the socio-pedagogical sphere. Background. The relevance of the research topic corresponds t
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Rahmonova, Gulhayo Saidjon qizi. "UZLUKSIZ KASBIY TAʼLIM" MAXSUS ELEKTRON PLATFORMASI VA UNDA TAʼLIM SIFATINI BOSHQARISH". Journal of Social Sciences Researches 1, № 1 (2022): 1–6. https://doi.org/10.5281/zenodo.7116073.

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<em>This article describes the implementation, convenience and possibilities of the special electronic platform &quot;Continuous Professional Education&quot;, which was created as a system for organizing online professional development of managers and pedagogues working in the public education system of Uzbekistan. Through this platform, the works carried out in order to manage the quality of education in professional development are presented.</em>
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Dokhoyan, Anna M., Valentina A. Korolkova, Valentina I. Lakhmotkina, and Larisa A. Yastrebova. "Predictors of professional development for special and inclusive education pedagogues in the conditions of digital transformation of education." Perspectives of Science and Education 60, no. 6 (2022): 263–83. http://dx.doi.org/10.32744/pse.2022.6.15.

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Introduction. The digital transformation of the educational system imposes new requirements caused by the need to implement new forms of subject-centered relations in the remedial pedagogical process (online learning, distance and mixed learning formats, active use of digital resources, etc.). At the same time, the possibility of professional growth and self-development and, consequently, the activity of the subjects of integrated pedagogical process, as well as the efficiency of their activities, are reduced. Purpose of the study: to analyse and evaluate the existing predictors of professiona
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Pesha, Anastasiya Vladimirovna, and Ekaterina Viktorovna Evplova. "Supra-professional competences of pedagogues of the XXI century." Педагогика и просвещение, no. 3 (March 2020): 29–46. http://dx.doi.org/10.7256/2454-0676.2020.3.33247.

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Digitalization and advancement of knowledge economy, formation and proliferation of the new technological didactics based on the didactic tetrahedron, lead to requirements changes in the development of pedagogical competencies. These trends influence the selection of the topic of research aimed at studying the relevance of formation of supra-professional competencies of future pedagogues. The goal of this work consists in carrying out an empirical study, based on the content analysis of previous research, of the opinions of students of pedagogical universities on the importance of self-evaluat
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Banks, Sheena, Gordon Joyes, and Jerry Wellington. "Professional Doctorates and Emerging Online Pedagogies." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 9–15. http://dx.doi.org/10.54337/nlc.v6.9263.

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The development and implementation of networked learning within postgraduate programmes is increasing, but there is emerging evidence that the use of networked technology within these programmes is creating specific challenges that reflect the cultural, professional and educational expectations of students as they develop expertise in research, particularly in the case of the professional doctorate. The implications of using networked technology for the development of communities of practice of researchers have not yet been fully identified nor understood nor have its benefits been explored. I
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Ostashewski, Nathaniel Mark, Doug Reid, and Susan Moisey. "Applying constructionist principles to online teacher professional development." International Review of Research in Open and Distributed Learning 12, no. 6 (2011): 143. http://dx.doi.org/10.19173/irrodl.v12i6.976.

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&lt;p&gt;This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a
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Adnan, Müge. "Professional development in the transition to online teaching: The voice of entrant online instructors." ReCALL 30, no. 1 (2017): 88–111. http://dx.doi.org/10.1017/s0958344017000106.

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AbstractProfessional development (PD) is critical for instructors who are adopting new roles and competencies in online teaching environments. This mixed-method study examines an online faculty development programme in Turkey, reflecting upon participants’ expectations, readiness and satisfaction. The findings indicate a significant relationship between individual readiness and satisfaction, and reveal that readiness positively predicts satisfaction. Participants’ reflections demonstrate that, to enhance their traditional roles, they need competencies for online learning environments and activ
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Al-Naabi, Ishaq. "Did They Transform Their Teaching Practices? A Case Study on Evaluating Professional Development Webinars Offered to Language Teachers during COVID-19." International Journal of Higher Education 12, no. 1 (2023): 36. http://dx.doi.org/10.5430/ijhe.v12n1p36.

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Professional development webinars became very common in higher education during the COVID-19 pandemic. Following a case-study research methodology, this study explored the potential of professional development webinars offered to university language teachers in transforming their online pedagogies. A focus group discussion with four university language teachers was conducted. They attended several professional development webinars during the pandemic on online pedagogy, teaching platforms and course management systems, online assessment and research skills. Using transformative learning theory
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Holmes, Aliya, Linda Polhemus, and Sybillyn Jennings. "Catie: A Blended Approach to Situated Professional Development." Journal of Educational Computing Research 32, no. 4 (2005): 381–94. http://dx.doi.org/10.2190/f97w-quj4-g7yg-fpxc.

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The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustainability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situate
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Kamalodeen, Vimala. "Rapid Response to Professional Development: How Online Teacher Professional Learning Networks Supported Teachers in Pandemic Times." Caribbean Journal of Education and Development 1, no. 3 (2024): 149–56. http://dx.doi.org/10.46425/cjed1001031940.

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During COVID-19, when teachers rapidly shifted to remote teaching and learning, it became evident that there was an educational crisis—teachers were unprepared for teaching using digital pedagogies. A group of teachers and teacher educators in Trinidad and Tobago, ITTPN Global, responded to the call for emergency professional development in ICT tools with a free workshop series via Zoom. The workshop series served to address teachers’ upskilling in key areas of ICT as digital pedagogy became the pandemic pedagogy. Pandemic pedagogy refers to teaching and learning during COVID-19. Teachers buil
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Dissertations / Theses on the topic "Online professional development of pedagogues"

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Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).
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Hall, Amber M. "PE Central: A Possible Online Professional Development Tool." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4401.

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Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professi
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Theodocion, Kelley E. "Middle School Educators' Perceptions of Online Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1006.

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Numerous researchers have investigated distance education in postsecondary settings, but there is a paucity of research regarding the design and delivery of online professional development for K-12 educators. The goal of this mixed methods sequential exploratory study was to examine attitudes of middle grades educators toward an online professional development course held for teachers employed by one suburban school district in the southeast region of the United States. The theoretical framework is Knowles's theory of adult education (andragogy). The research questions addressed perceptions of
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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance o
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Smith, Kara N. "Online Teacher Professional Development: The Importance of Training to Deliver PD Online." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1949.

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Thesis advisor: Joseph Pedulla<br>The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional development. There are a great deal of challenges involved with delivering high-quality teacher professional development to all teachers, however, such as time, geography, and available resources. Online professional development is emerging in the literature as a viable alternative to traditional face-to-face online professional development. With the recent emergence of such a trend, however, v
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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found
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Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.

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The larger research project seeks to examine the role of technology and factors that influence its overall use and efficacy in supporting a community of teachers engaged in professional development. This thesis examines factors that appear to influence teacher participation in the online community of practice engaging in an overarching research project conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the Southern Alberta Professional Development Consortium (SAPDC). The two groups are acting in partnership for supporting and sustaining communities of practice in
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Kale, Ugur. "Online communication patterns in a teacher professional development program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277966.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).
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Ateskan, Armagan. "Online Professional Development Program For Science Teachers: A Case Study." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609557/index.pdf.

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The aim of this study was to investigate science teachers&rsquo<br>perceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten week oTPD program. The program consisted of instructional activities such as readin
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Kelley, Marilin Annie. "Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/101847.

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In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through
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Books on the topic "Online professional development of pedagogues"

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Public Broadcasting Service (U.S.), International Society for Technology in Education., and National Council of Teachers of Mathematics., eds. TeacherLine: Professional development online. PBS, 2003.

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Charalambos, Vrasidas, Glass Gene V. 1940-, and Center for the Application of Information Technologies., eds. Online professional development for teachers. Information Age Pub., 2004.

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Anderson, Lynn. Online conferences: Professional development for a networked era. Information Age Pub., 2010.

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Keengwe, Jared, and Lydia Kyei-Blankson. Virtual mentoring for teachers: Online professional development practices. Information Science Reference, 2013.

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D, Bailey Gerald, and International Society for Technology in Education., eds. Online professional development: A customized approach for technology leaders. International Society for Technology in Education, 2002.

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Carlén, Urban. A professional community goes online: A study of an online learning community in general medicine. Department of Applied Information Technology, University of Gothenburg, 2010.

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Utecht, Jeff. Reach: Building communities and networks for professional development. The Author, 2010.

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1966-, Lindberg J. Ola, and Olofsson Anders D. 1973-, eds. Online learning communities and teacher professional development: Methods for improved education delivery. Information Science Reference, 2010.

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Inc, ebrary, ed. OpenCart 1.4 beginner's guide: Build and manage professional online shopping stores easily using OpenCart. Packt Publishing, 2010.

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Carol, Koechlin, and Zwaan Sandi, eds. Super teaching: 15 think! models for instructional improvement in college courses, online learning, and professional development. Hi Willow Research & Publishing, 2006.

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Book chapters on the topic "Online professional development of pedagogues"

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Chand, Vijaya Sherry, Samvet Kuril, and Ketan Satish Deshmukh. "Online professional development." In Teacher Development in India. Routledge India, 2022. http://dx.doi.org/10.4324/9781003332534-9.

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Chand, Vijaya Sherry, Samvet Kuril, and Ketan Satish Deshmukh. "Online professional development." In Teacher Development in India. Routledge India, 2022. http://dx.doi.org/10.4324/9781003332534-9.

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Ferreira-Meyers, Karen. "Online Faculty Professional Development." In The Sage Handbook of Online Higher Education. Sage Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529673029.n44.

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Floris, Flora Debora. "Online Continuing Professional Development." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_115.

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Motteram, Gary. "Online Continuing Professional Development." In The Palgrave Encyclopedia of Computer-Assisted Language Learning. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-51447-0_320-1.

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Spence, Karen, Jennifer Donovan, and P. A. Danaher. "Online Professional Development for Australian Science Teachers." In Teaching Science Online. Routledge, 2023. http://dx.doi.org/10.4324/9781003447405-17.

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Anthony, Kate, and DeeAnna Merz Nagel. "Creating a continual professional development programme as an online coach." In Coaching Online. Routledge, 2021. http://dx.doi.org/10.4324/9781315685939-9.

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Mann, Laurence, Jieun Kiaer, and Emine Çakır. "Third Tip: Find Self-Generated Opportunities for Professional Development." In Online Language Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91418-9_4.

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Hungwe, Kedmon. "Designing Online Learning Environments for Professional Development." In New Science of Learning. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5716-0_23.

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Chand, Vijaya Sherry, Samvet Kuril, and Ketan Satish Deshmukh. "Online professional development, behavioural change and organisational learning." In Teacher Development in India. Routledge India, 2022. http://dx.doi.org/10.4324/9781003332534-10.

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Conference papers on the topic "Online professional development of pedagogues"

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Gatti, Emmanuele, and Cristiano Zappa. "ONLINE TRAINING FOR THE PROFESSIONAL DEVELOPMENT AND SUPPORT OF TEACHERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1038.

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Akin, Imani, Matasha Murrell Jones, and Sharon Murrell Dilbert. "PROMOTING WELLNESS THROUGH ONLINE MENTORING FOR STUDENTS' PERSONAL AND PROFESSIONAL SUCCESS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1877.

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Fredriksson, Claes, and Christina Holgerson. "FROM LIFELONG ONLINE LEARNING AT UNIVERSITY TO SUCCESSFUL PROFESSIONAL DEVELOPMENT - SUSTAINABLE DEVELOPMENT WITHIN INDUSTRIAL PRODUCTION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1108.

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Fox, Kirsty, and Elizabeth Armitage-Chan. "FOSTERING SOCIAL PRESENCE AND PROFESSIONAL CONNECTIONS IN AN ONLINE POSTGRADUATE MASTERS IN VETERINARY EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1092.

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Badger, James, and Juman Al Bukhari. "DELIVERING INNOVATIVE, ONLINE TEFL COURSES TO FOSTER PROFESSIONAL DEVELOPMENT AND POSITIVELY IMPACT ENGLISH EARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end039.

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"This paper reports on findings from a U.S. federally-funded research project involving American universities that created online courses to develop Jordanian K-12 English teachers’ instructional strategies and communication skills who are employed in disadvantaged or vulnerable rural and urban schools. The four innovative, online courses address Jordanian English teachers’ desire to motivate learners (Al-efeshat &amp; Baniabdelrahman, 2020), develop students’ critical reading skills (Bataineh &amp; Al-Shbatat, 2018), reduce students’ reading anxiety (Al-Shboul et at., 2013), and foster metaco
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Filipov, Mia, and Ozrenka Meštrović. "Pupils’ Perspective on Video-Based Classroom Research." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.18.

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This case study was part of a practical action research aimed at planning, carrying out and evaluating a video-based professional development program for mathematics and biology teachers. The teachers involved in the research were tasked with implementing elements of effective teaching and their lessons were video-recorded. The research lasted two pandemic school years, from early 2020 to mid-2021. During this period, the recorded lessons were analysed in online learning communities and on Moodle forums. There, the teachers could engage in video-based learning, allowing for a discussion on tea
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Šmída, Jan, Tomáš Čech, Tereza Hormandlová, and Vlado Balaban. "SOCIAL PEDAGOGUES AND THEIR PROFESSIONAL APPLICATION IN CZECH SCHOOLS." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.1245.

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Slunjski, Edita, and Ivana Lisak. "The Professional Development of Educators – A Challenge for Pedagogues." In London International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/lice.2022.0028.

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Maksimović, Jelena, Jelena Osmanović Zajić, and Milica Dimitrijević. "Professional Development of Teachers in the Context of Modern Education." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.263.

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Professional development of teachers is a current issue today. Professional development and professional training of teachers are defined as changing and upgrading themselves and their work, in accordance with their own needs, the needs of science and profession, all in the direction of achieving a certain goal and achieving the most efficient results in work. The paper discusses the role of pedagogues in the professional develop­ment of teachers. The cognitive goal of the research is aimed at examining: teachers’ attitudes about the role of pedagogues in their professional devel­opment, the m
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Dulchaeva, Irina L. "Development Of Creative Component During Training Pedagogues In Professional Education." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.33.

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Reports on the topic "Online professional development of pedagogues"

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri
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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6284.

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, princ
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Dix, Katherine, and Syeda Kashfee Ahmed. Early Career Teacher Development Program: Two-Years-On Survey development. Australian Council for Educational Research, 2019. https://doi.org/10.37517/978-1-74286-795-3.

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This report, the second of three, presents insights into the development of the Two-Years-On survey to inform the South Australian Department for Education’s Early Career Teacher Development (ECTD) program evaluation, conducted by the Australian Council for Educational Research (ACER). The focus of Report 2 is a review of existing similar surveys and the development of this new survey for the evaluation in 2019 and possible ongoing use for program monitoring. The program was launched in January 2017 and is designed to support the induction and professional development of early career teachers
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Syzdykbayeva, Aigul, Ulzharkyn Abdigapbarova, Elmira Aitenova, Yulduz Iminova, and Inkar Khassanova. Studying the Impact of Network Communication Culture and Digital Etiquette on the Effectiveness of Learning and Professional Development of Students in the University's Online Community: a Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.2.0115.

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of dif
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&amp;A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&amp;A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been deli
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Akhmedjanova, Diana, and Komiljon Karimov. Covid-19’s Effects on Higher Education in Uzbekistan: The Case of Westminster International University in Tashkent. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2020. https://doi.org/10.70735/azco9450.

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Higher education (HE) in Uzbekistan moved to distance learning since the beginning of the pandemic with uneven results. Universities responded with different approaches to ensure safety of their communities and continue teaching and learning, often online. Westminster International University in Tashkent (WIUT) faced considerable challenges with distance learning including access to technology and the Internet, lack of skills for teaching online and understanding how students learn best in the new mode. Only 14% of faculty used this approach before. Based on WIUT’s initial experience, we recom
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Ahmed, Syeda Kashfee, Pru Mitchell, and Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.

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This rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence?
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