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

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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 "Continuous Professional Education", 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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<p>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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Topuzov, Oleh M., Maryna V. Grynova, Alla V. Barbinova, Olena V. Kharchenko, and Natalia V. Kononets. "THE MODEL OF PROFESSIONAL DEVELOPMENT OF NATURAL SCIENCE TEACHERS OF RURAL SCHOOLS IN THE CONDITIONS OF DISTANCE EDUCATIONAL PROCESS." Information Technologies and Learning Tools 85, no. 5 (2021): 344–59. http://dx.doi.org/10.33407/itlt.v85i5.4601.

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The article substantiates the concept and the need to introduce a model of professional development of natural sciences teachers in rural schools in the context of distance educational process in the conditions of digitalization of the domestic school education system, the risks associated with the pandemic, determining its impact on the educational process in rural schools in today's realities. The article reveals the pedagogical conditions of professional development of natural science teachers of rural schools in the conditions of distance educational process. The structural-functional mode

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Mackey, Julie, and Terry Evans. "Interconnecting networks of practice for professional learning." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 1. http://dx.doi.org/10.19173/irrodl.v12i3.873.

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The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners

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Naveed, Mahnoor, Yaar Muhammad, and Malahat Siddiqui. "Influence of Virtual Professional Development on Teachers' Online Classroom Management Practices: An Interview Study." Global Educational Studies Review VII, no. I (2022): 227–39. http://dx.doi.org/10.31703/gesr.2022(vii-i).23.

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This study aimed to explore the influence of virtual professional training on teachers' online classroom management practices. Five teachers teaching at an early years branch of a reputed private school in Lahore were selected through purposive sampling employing the criterion sampling technique.The study is qualitative, incorporating a hermeneutic phenomenology research design. Semi-structured interviews were conducted to collect data. Thematic analysis was done to extract findings. The study concluded that prompt, professional training of the teachers provides confidence, updates their knowl

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Sakata, Kelly Leticia da Silva, and Letycia Chylajenko. "O trabalho do pedagogo no Centro de Referência de Assistência Social (CRAS) do município de Irati, Paraná." Revista de Educação Popular 20, no. 2 (2021): 206–29. https://doi.org/10.14393/rep-2021-58153.

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The article aims to analyze the professional practice of educators working in Centro de Referência de Assistência Social (CRAS) in the municipality of Irati, State of Paraná, Brazil, emphasizing their training process for professional development within the scope of Social Pedagogy. Therefore, it indicates some notes about the importance of Social Pedagogy in Brazil in the context of CRAS. Emphasizes the training of teaching professionals, valuing the importance of adequate training for the work offered at CRAS. In the end, it questions the reality of the pedagogue’s work in the municipality,

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Ntshangase, Mohammed Xolile, and Zime Pride Zulu. "Academics’ Experiences during Horrible Times: Online Teaching, Learning, and COVID-19." Journal of Research in Education and Pedagogy 1, no. 2 (2024): 63–72. http://dx.doi.org/10.70232/jrep.v1i2.9.

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E-Learning has become the new normal in Higher Educational Institutions across South Africa. Hence, intergration of the new learning pedagogies has initiated a shift of the norms on professional development. This paper seeks to unpack the strategies used by lecturers in the face of adversities experienced during the E-learning space pre & post Covid-19. There are strategies advised by teacher autonomy which need to be explored. It might have been better if teacher autonomy was merely being against pressures exerted on the individual teachers. But, it is a means for teachers to advance thei

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Gulshoda, Jurayeva. "Effectiveness ofModern Educational Technologies inDeveloping Professional Erudition ofFuture Teachers." Current Research Journal of Pedagogics 6, no. 3 (2025): 94–96. https://doi.org/10.37547/pedagogics-crjp-06-03-23.

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This article analyzes the role of modern educational technologies in the development of professional erudition of future teachers in pedagogical practice. The possibilities of improving the professional skillsof teachers, implementing an individual approach to students and effectively organizing their learning process through the use of interactive, online and digital tools in theeducational process are shown. Modern technologies are an effective means of training future teachers to update pedagogical methods and apply innovative approaches. The article considers the methodological aspects of

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Prestridge, Sarah. "Moving on from the pandemic in school- a roadmap to flexible modalities." Routledge Open Research 1 (July 12, 2023): 24. http://dx.doi.org/10.12688/routledgeopenres.17694.2.

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Teaching during the remote episodes of the Covid pandemic demonstrated that the majority of classroom teachers replicated classroom practices rather than adapting to a new system for learning. During the rapid shift online, professional development of teachers focused on upskilling rather than changing and challenging teaching practices. As a result, students were unmotivated and disengaged. The problem now exists that teachers are stuck with a lack of understanding of how to teach online with the likelihood of further external uncontrollable occurrences. Additionally, there is no roadmap forw

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Asadullin, Rail' Mirvaevich, Andrei Viktorovich Dorofeev, and Irma Rashitovna Levina. "Diagnostics of digital competencies of the pedagogue." Педагогика и просвещение, no. 1 (January 2022): 1–17. http://dx.doi.org/10.7256/2454-0676.2022.1.37153.

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This article examines the development of digital competencies of the pedagogue and presents the toolset for their assessment and self-assessment. The subject of this research is the process of detecting digital competencies of the pedagogue. An attempt is made to structure the key indicators of the formation of digital competencies of the pedagogue and conduct their level differentiation. The author provides the matrix of the development of digital competencies, which may become a benchmark for the competent control over student&rsquo;s learning activity in digital educational space. Such

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Giraldo, Frank, and Lenny García. "Evaluating an Online Language Assessment Course." Colombian Applied Linguistics Journal 27, no. 1 (2025): 112–25. https://doi.org/10.14483/22487085.22116.

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Language assessment literacy (LAL) has emerged as a relatively recent focus in language testing, especially when it comes to fostering this dimension among stakeholders. There are few reports on online assessment courses for English language teachers that discuss their usefulness regarding teachers’ LAL. However, there is a growing call to advance LAL pedagogies and to investigate how assessment courses contribute to teachers’ professional development. In this study, we employed a qualitative research design to ask six Colombian English language teachers to evaluate the contents and activities

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Namukasa, Immaculate Kizito. "Blending Pedagogies in Higher Education." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (2021): 1–6. http://dx.doi.org/10.18357/otessac.2021.1.1.56.

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This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a faculty of education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning

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Nguyen, Chinh, Heather Davis, Geoff Sharrock, and Kay Hempsall. "Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers." Information Resources Management Journal 27, no. 2 (2014): 47–60. http://dx.doi.org/10.4018/irmj.2014040104.

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MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means o

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Ganobcsik-Williams, Lisa, Niall Curry, and Catalina Neculai. "Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments." Journal of Academic Writing 12, no. 1 (2022): 10–21. http://dx.doi.org/10.18552/joaw.v12i1.887.

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This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, th

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Nic Aindriú, Sinéad, Pádraig Ó. Duibhir, Lorraine Connaughton-Crean, and Joe Travers. "The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education." Education Sciences 12, no. 12 (2022): 909. http://dx.doi.org/10.3390/educsci12120909.

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There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for futur

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Skripnik, Lyudmyla. "PEDAGOGICAL TERMS FOR THE ORGANIZATION OF THE INFORMATIONAL AND CONSULTING ENVIRONMENT OF THE EDUCATIONAL INSTITUTION: INNOVATIVE APPROACHES AND VECTORS OF DEVELOPMENT." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (2022): 159–69. http://dx.doi.org/10.32342/2522-4115-2022-2-24-17.

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The article fixes the fact that in view of the emphasis on the independent acquisition of knowledge by students, the consulting and corrective components of the pedagogues’ professional activity are strengthened. They have to carry it out in the institution’s information educational space and for this purpose possess by modern ICT and tools, both in the field of basic and related educational subjects. The aims of the article are to substantiate the pedagogical terms for the organization of an informational and consultative environment and to highlight the requirements for its productive functi

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Prestridge, Sarah. "Moving on from the pandemic in school- a roadmap to flexible modalities." Routledge Open Research 1 (November 25, 2022): 24. http://dx.doi.org/10.12688/routledgeopenres.17694.1.

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Teaching during the remote episodes of the Covid pandemic demonstrated that the majority of classroom teachers replicated classroom practices rather than adapting to a new system for learning. During the rapid shift online, professional development of teachers focused on upskilling rather than changing and challenging teaching practices. As a result, students were unmotivated and disengaged. The problem now exists that teachers are stuck with a lack of understanding of how to teach online with the likelihood of further external uncontrollable occurrences. Additionally, there is no roadmap forw

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Rimando, Yves Mariel, Loresita Antonia A. Chua, Sheilla M. Trajera, and Gregory S. Ching. "Lived experiences of clinical instructors in facilitating online related learning experiences among nursing students in the Philippines: Challenges, adaptations, and insights." Edelweiss Applied Science and Technology 9, no. 3 (2025): 309–27. https://doi.org/10.55214/25768484.v9i3.5209.

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This study explores the lived experiences of Clinical Instructors (CIs) in facilitating online Related Learning Experiences (RLE) for nursing students during the 2020–2021 academic year in three higher education institutions (HEIs) in Bacolod City, Philippines. Using a qualitative phenomenological approach, in-depth semi-structured interviews were conducted with nine nursing faculty members to understand their motivations, challenges, and adaptations in transitioning from face-to-face to online RLE delivery. Purposive sampling was used to select participants who had prior clinical teaching exp

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Kerkhoff, Shea. "Collaborative Video Case Studies and Online Instruments for Self-Reflection in Global Teacher Education." Journal of Technology and Teacher Education 28, no. 2 (2020): 341–51. https://doi.org/10.70725/575577usjbvi.

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Global challenges require international collaboration in order to solve, as Covid 19 exemplifies. In order to oppose xenophobia and promote global solidarity as the world fights this pandemic, teachers need professional development on global learning. Analysis of data collected during an online course that integrated global learning and a variety of online pedagogies, lead to two assertions. First, case studies provided a way for teachers to envision new global teaching practices, and video enhanced that possibility. Second, online self-reflection instruments, the Teaching for Global Readiness

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Cortés, Valeria, Kelly Loffler, Christina Schlattner, and Tim Brigham. "Transforming Online Teaching Through Relational Ways of Being." Papers on Postsecondary Learning and Teaching 7 (June 26, 2024): 17–29. http://dx.doi.org/10.55016/ojs/pplt.v7y2024.77890.

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We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We h

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Rudd, Lindy. "Filling the Void." Journal of PGR Pedagogic Practice 1 (November 9, 2021): 22–26. http://dx.doi.org/10.31273/jppp.vol1.2021.928.

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This reflective piece records my experience of switching to online seminars during the pandemic with small groups of first year English literature undergraduates. I reflect on issues I experienced promoting student interaction in small group seminars and how professional development opportunities available through the Warwick Academic Development Centre helped with my use of technology and improving the level of engagement. I hope that it contains some ideas which may be useful starting points for PGRs looking to develop flipped or blended learning environments in the future. Perhaps it will a

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Oddone, Kay. "University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge." International Review of Research in Open and Distributed Learning 24, no. 3 (2023): 54–76. http://dx.doi.org/10.19173/irrodl.v24i3.7053.

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This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networke

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Parajuli, Krishna Prasad. "Empowering Teachers' Professional Growth: Harnessing Smartphones for Collaboration, Self-monitoring, and Learning." English Language Teaching Perspectives 9, no. 1-2 (2024): 1–14. http://dx.doi.org/10.3126/eltp.v9i1-2.68714.

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The growing use of smartphones in daily communications has emerged as a dynamic device in terms of storing information, searching online materials, and disseminating ideas. The technology has the potential to enhance teachers’ instructional activities. This study presents an analysis of secondary teachers' use of smartphones in their professional development. Twelve teachers were purposely selected to participate in this case study. The data collected through the semi-structured interviews and participant observation were thematically analysed. The study found that although teachers were not c

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Ng, Soo Boon, Siyu Wang, Min Li, and Joshua Shun-Yian Chin. "Hybrid Learning during Covid-19 Pandemic- Lessons learned from Malaysia and China." Environment-Behaviour Proceedings Journal 9, no. 28 (2024): 131–37. http://dx.doi.org/10.21834/e-bpj.v9i28.5912.

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Two mixed-methods research on hybrid learning were conducted in Malaysia and China during and after COVID-19. The respondents are 546 educators, and 2782 students from schools and universities. Results indicated synchronous online learning is more frequently conducted than asynchronous online learning. Similar teacher challenges are student engagement, teacher-student interactions, and self-discipline. The top weakness in Malaysia is the lack of devices and connectivity while in China is a lack of teacher training and resources. Similar student weaknesses are self-motivation and time managemen

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Butler, Deirdre, Margaret Leahy, Michael Hallissy, and Mark Brown. "Different strokes for different folks: scaling a blended model of teacher professional learning." Interactive Technology and Smart Education 14, no. 3 (2017): 230–45. http://dx.doi.org/10.1108/itse-01-2017-0011.

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Purpose The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Design/methodology/approach Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of a robust yet flexible framework that meets teachers’ expressed needs. At the same time, the framework helps to shift teachers’ pedagogical orientations, as the learning design supports school-focused, job-embedded teacher professional learning, which ch

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Goryacheva, Elena, and Olga Kartavtseva. "Innovations in education in the process of distance learning based on digital technologies." E3S Web of Conferences 273 (2021): 12114. http://dx.doi.org/10.1051/e3sconf/202127312114.

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The article discusses innovative approaches to solving the problem of art education in the process of online learning based on digital technologies. The authors proposed their method. The relevance of the problem considered in the article is due to several reasons: Covid-19 pandemic in Russia; the emergence of new digital technologies in education; a significant increase of the flow of visual information, also associated with art. The author’s method is based on innovative approaches to the system of creation of professional, psychological, pedagogical, and artistic technologies in an online f

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o‘g‘li, Abdujabborov Madaminjon Vohidjon. "Technological Elements ofThe Methodology forDeveloping theProfessional andPedagogical Thinking ofStudents." Current Research Journal of Pedagogics 6, no. 4 (2025): 18–20. https://doi.org/10.37547/pedagogics-crjp-06-04-04.

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In the modern educational landscape, the development of professional and pedagogical thinking among university students is increasingly important for preparing competent and reflective educators. This paper examines how technological elements can be integrated into a methodology designed to cultivate such thinking, focusing on critical reflection, problem-solving, and innovation in pedagogical practices. By employing digital tools, virtual environments, and collaborative online platforms, educators can help students acquire advanced cognitive skills that go beyond traditional theoretical learn

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Drüge, Marie, Sandra Schladitz, Markus Antonius Wirtz, and Karin Schleider. "Psychosocial Burden and Strains of Pedagogues—Using the Job Demands-Resources Theory to Predict Burnout, Job Satisfaction, General State of Health, and Life Satisfaction." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7921. http://dx.doi.org/10.3390/ijerph18157921.

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The current study examines the Job Demands-Resources theory among pedagogical professionals. A total of 466 pedagogues (n = 227 teachers; n = 239 social workers) completed the Copenhagen Psychosocial Questionnaire online. After testing the questionnaire structure using confirmatory factor analysis, a JD-R-based prediction model to predict effects of strains on the outcome constructs of burnout, job satisfaction, general state of health, and life satisfaction was estimated. The results confirm the questionnaire structure (RMSEA= 0.038; CFI = 0.94) as well as the fit of the prediction model (RMS

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AKTAR, Tasnima, M. MANIRUZZAMAN, Harunur Rashid KHAN, and Mahadhi HASAN. "TEACHERS’ NARRATIVES FROM INITIAL VIRTUAL CLASSROOMS AND PROFESSIONAL DEVELOPMENT DURING THE COVID-19 PANDEMIC IN DEVELOPING BANGLADESH." Turkish Online Journal of Distance Education 23, no. 3 (2022): 230–45. http://dx.doi.org/10.17718/tojde.1137293.

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In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers’ narratives from initial virtual classrooms impart

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Solomakha, Angelika. "USE OF FOREIGN LANGUAGE ONLINE TRAINERS FOR FORMING A FOREIGN LEXICAL COMPETENCE OF A FUTURE PEDAGOGUE." Educological discourse, no. 3-4 (2019): 143–55. http://dx.doi.org/10.28925/2312-5829.2019.3-4.143155.

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The article considers modern approaches and innovative means of development of the foreign language communicative competence of future teachers. The author emphasizes and substantiates the necessity of widespread usage of digital technologies in the process of modern students` foreign language training as a component of professional pedagogical competence. The usage of on-line resources contributes not only to the acquisition of a foreign language, at the same time it is also an example, according to the methodological point of view, and can be used in further pedagogical activities in foreign

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Eva, Svetlana A. Solov. "Development of Competencies among High School Teachers: Main Directions." ARPHA Proceedings 3 (November 25, 2020): 2397–408. https://doi.org/10.3897/ap.2.e2397.

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The timely character of the research depends on high pace processes, taking place in educational system, necessity of developing competencies among students. Teachers of higher educational institutions should possess a range of new skills and qualities. The aim of work is to find and classify new pedagogical competencies, which are formed under new conditions. That's why the competency approach can be considered as a leading methodological foundation. Three groups of forming competencies are defined in the article. The first group is connected to the advanced training for high school teachers

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Jung, Jaewon, Seohyun Choi, and Mik Fanguy. "Exploring Teachers’ Digital Literacy Experiences." International Review of Research in Open and Distributed Learning 25, no. 2 (2024): 41–59. http://dx.doi.org/10.19173/irrodl.v25i2.7572.

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The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers’ digital literacy to support students’ distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devi

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Nic Aindriú, Sinéad, Lorraine Connaughton-Crean, Pádraig Ó Duibhir, and Joe Travers. "The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools." Education Sciences 13, no. 3 (2023): 281. http://dx.doi.org/10.3390/educsci13030281.

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This article discusses the design and content of an online continuous professional development (CPD) course in special education provision for students in Irish immersion (IM) primary and post-primary schools. The course was developed using the data from a mixed methods study on the needs of teachers in this area. This article describes the ABC course design method used. It presents the five modules of the course: (1) bilingualism and second language acquisition, (2) assessment, (3) inclusive pedagogies, (4) universal design for learning, and (5) ICT for the inclusion of all students. It also

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Bulankina, N. E. "СOMMUNICATION COMPETENCE OF A PEDAGOGUE AS A DOMINANT VALUE: POSTMODERN CONTEXT". Educational Psychology in Polycultural Space 53, № 1 (2021): 37–44. http://dx.doi.org/10.24888/2073-8439-2021-53-1-37-44.

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The problem of this article concerns the value of the communication skills and competence that has steadily risen on the Communicative Stock Exchange over the past ten years due to both global challenges of the modernity, and the current status of Russian public education development in terms of introducing culture of communication into everyday lessons. The purpose of this study is to substantiate the need for the required competence of teachers across all subjects at Regional Destination of cross-border characteristics, and to fill in the gap in the management of current professional educati

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Okafor, Ngozi. "Application of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry." Science Education International 33, no. 3 (2022): 284–90. http://dx.doi.org/10.33828/sei.v33.i3.3.

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The low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating this problem in the Nigerian educational setting. Two null hypotheses guided the research. This study was an ex-post facto and quasi-experimental designs that involved 125 chemistry undergraduates. Three research instruments were used in data collectio

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Li, Zihao (Michael), Qingyun Li, Jie Han, and Zhongyang Zhang. "Perspectives of Hybrid Performing Arts Education in the Post-Pandemic Era: An Empirical Study in Hong Kong." Sustainability 14, no. 15 (2022): 9194. http://dx.doi.org/10.3390/su14159194.

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While the COVID-19 pandemic has been raging across the continents, performing arts educators have unlearned and adjusted their pedagogies in course delivery to surmount the challenges caused by the COVID-19 pandemic. Subject to the COVID-19 pandemic situation easing in Hong Kong and around the world, the whole education sector seems to be bouncing back to normal gradually. Meanwhile, there are effective lessons and insights to be learned from the hybrid pedagogy during the pandemic, which could further benefit the new normal period (post-pandemic) of performing arts education. To examine the c

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Bhatnagar, Ruchi, and Joyce Many. "Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19." International Journal of Technology in Education 5, no. 3 (2022): 518–34. http://dx.doi.org/10.46328/ijte.310.

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Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers’ perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate,

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Hodjiakbarovna, Yunusova Feruzakhon. "Blended Learning in ESP: Combining Traditional and Digital Approaches for Economics Students." Current Research Journal of Pedagogics 6, no. 6 (2025): 16–19. https://doi.org/10.37547/pedagogics-crjp-06-06-04.

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Blended learning—the deliberate integration of face-to-face instruction with online delivery—has reshaped English for Specific Purposes (ESP) courses worldwide. For economics majors, whose future professional discourse is deeply rooted in both subject-specific terminology and digital communication, a carefully balanced blend can enhance language mastery while fostering transferable digital literacy. Drawing on recent systematic reviews, needs-analysis studies, and classroom interventions, the present article examines how a blended ESP model can be designed, implemented, and evaluated in underg

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Mushtaq, Dr Mohd, and Zahir Iqbal. "Hybrid Pedagogies: Assessing the Effectiveness of Blended and Flipped Learning in Digital Learning Environments." International Journal of Emerging Knowledge Studies 03, no. 09 (2024): 662–69. http://dx.doi.org/10.70333/ijeks-03-09-034.

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This study assesses the effectiveness of hybrid pedagogies, particularly blended and flipped learning, in digital learning environments. Hybrid pedagogy combines traditional face-to-face instruction with online learning, offering a flexible and personalized approach that enhances student engagement, academic performance, and satisfaction. Blended learning integrates digital tools with inclass instruction, catering to diverse learning needs and improving learning outcomes. Finding of the study shows that flipped learning reverses conventional teaching models by delivering content outside the cl

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Shohel, M. Mahruf C., Goutam Roy, Md Ashrafuzzaman, and Rasel Babu. "Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges." Education Sciences 12, no. 12 (2022): 857. http://dx.doi.org/10.3390/educsci12120857.

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The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empir

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Yunusova, Minavvarhon Sabirovna, and Jahongir Bakhodir Ugli Jurayev. "ELECTRONIC TEXTBOOKS: STRUCTURE AND CONTENT INTEGRATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (2021): 123–29. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-28.

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Purpose. This article describes the formation of a hybrid form of an electronic textbook in legal education, the essence of online education, theoretical and practical foundations for the correct use of available sources of information for electronic textbooks. Methodology. The article uses methods of source analysis, pedagogical experiment and comparative analysis to determine the advantages of an electronic textbook integrating search engines and open access sites. Results. The problems of using electronic textbooks in legal education are analyzed. Studies, scientific works, experiments of f

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Nurmuhammedovna, Fayziyeva Nigora. "Integration of Artificial Intelligence in The Higher Education Institutions." Current Research Journal of Pedagogics 6, no. 1 (2025): 50–52. https://doi.org/10.37547/pedagogics-crjp-06-01-12.

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This study explores the integration of artificial intelligence within higher education institutions, examining how emerging technologies can enhance instruction, streamline administrative processes, and prepare graduates for a technology-driven economy. A mixed-methods approach involving online surveys, semi-structured interviews, and a review of institutional documents was used to investigate perceptions of AI adoption, barriers to implementation, and strategies for scaling AI-based tools. Survey data indicate that faculty and staff view AI technologies, such as adaptive learning platforms an

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