Title
Course-level Evidence of Changes in Teachers' Knowledge and Practices.
Document Type
Presentation
Publication Date
10-2021
Abstract
Presentation given at the Georgia Educational Research Association (GERA) Conference.
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.
Sponsorship/Conference/Institution
Georgia Educational Research Association (GERA) Conference
Location
Virtual
Source
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/60/
Recommended Citation
Unal, Aslihan, Selcuk Dogan.
2021.
"Course-level Evidence of Changes in Teachers' Knowledge and Practices.."
Elementary and Special Education Faculty Presentations.
Presentation 195.
source: https://digitalcommons.georgiasouthern.edu/gera/2021/2021/60/
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpres/195
Comments
Creative Commons License