Proposal Title

Course-level Evidence of Changes in Teachers' Knowledge and Practices

Location

Session 3 Presentations - Educator Professional Development II

Proposal Track

Research Project

Session Format

Presentation

Abstract

The purpose of this qualitative study is to examine the perceived effect of an innovative, online graduate-level course on teachers’ knowledge and skills essential to instructional planning and teaching methods. The researchers conducted before and after interviews with eight teachers varying in years of experience. Interview data, performance indicators (assignment scores in the class), log data (time spent in the learning management system), and artifacts from the teachers (lesson plans) will demonstrate any changes in teachers’ pedagogical competencies after they took the course and will evidence a bigger picture of the intersection of teachers’ perception and actual practice. The results of this research will suggest how innovative elements such as facilitation, peer review, teacher-teacher interaction, and group work in online settings, are effective in improving teachers’ knowledge and practice and open a door for the benefits of using sophisticated ways for teachers’ professional learning in online environments.

Keywords

instructional planning, teaching methods, teachers' perceptions, teachers' practice

Professional Bio

My name is Asli Unal. I work in the Department of Elementary and Special Education at Georgia Southern University as an associate professor. My research interests are teacher education, parental involvement, classroom management, online learning and teaching, differentiated instruction, and self-assessment in education.

Creative Commons License

Creative Commons License
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Oct 8th, 12:45 PM Oct 8th, 1:55 PM

Course-level Evidence of Changes in Teachers' Knowledge and Practices

Session 3 Presentations - Educator Professional Development II

The purpose of this qualitative study is to examine the perceived effect of an innovative, online graduate-level course on teachers’ knowledge and skills essential to instructional planning and teaching methods. The researchers conducted before and after interviews with eight teachers varying in years of experience. Interview data, performance indicators (assignment scores in the class), log data (time spent in the learning management system), and artifacts from the teachers (lesson plans) will demonstrate any changes in teachers’ pedagogical competencies after they took the course and will evidence a bigger picture of the intersection of teachers’ perception and actual practice. The results of this research will suggest how innovative elements such as facilitation, peer review, teacher-teacher interaction, and group work in online settings, are effective in improving teachers’ knowledge and practice and open a door for the benefits of using sophisticated ways for teachers’ professional learning in online environments.