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.
Table of Contents
1 Introduction
1.1 Introduction
1.2 Defining Online Pedagogy and Teacher Professional Development
1.3 The focus of the Dissertation
1.4 Conclusion
2 Literature Review
2.1 Introduction
2.2 The Evolution of Online Pedagogy and Teacher PD
2.2.1 The Shift to Online Learning
2.2.2 Models and Dimensions of Online PD
2.2.3 Gaps and Challenges
2.3 Factors Influencing the Effectiveness of Online PD
2.3.1 Characteristics of Effective PD
2.3.2 Barriers and Enablers
2.4 Impacts on Teaching Practice and Student Learning
2.4.1 Influence on Pedagogical Practices
2.4.2 Effects on Student Outcomes
2.4.3 Gaps and Methodological Issues
2.5 Gaps and Future Directions
2.6 Aim, Objectives, and Research Questions
2.7 Conclusion
3 Research Methodology
3.1 Introduction
3.2 Research Design
3.2.1 Justification of Quantitative Approach
3.2.2 Secondary Data Analysis
3.3 Data Sources
3.3.1 Identification and Selection of Datasets
3.4 Sampling Procedures
3.4.1 TALIS 2018 Sampling
3.4.2 NTPS 2017-18 Sampling
3.5 Data Analysis Procedures
3.5.1 Data Preparation and Cleaning
3.5.2 Descriptive Statistics
3.5.3 Inferential Statistics
3.5.4 Multilevel Modeling
3.5.5 Comparative Analysis
3.6 Ethical Considerations
3.7 Limitations and Methodological Considerations
3.8 Conclusion
4 Data Analysis, Results, and Discussion
4.1 Introduction
4.2 Data Preparation and Preliminary Analysis
4.2.1 Data Cleaning and Variable Recoding
4.2.2 Handling Missing Data
4.2.3 Scale Reliability
4.3 Descriptive Statistics
4.3.1 Sample Characteristics
4.3.2 Online PD Participation
4.4 Inferential Analysis
4.4.1 Factors Influencing Online PD Participation
4.4.2 Impact of Online PD on Teaching Practices
4.4.3 Predictors of Online PD Effectiveness
4.4.4 Multilevel Analysis of Online PD Experiences
4.5 Discussion of Findings
4.5.1 Patterns of Online PD Participation
4.5.2 Impact on Teaching Practices
4.5.3 Factors Influencing Online PD Effectiveness
4.5.4 Contextual Influences on Online PD Experiences
4.5.5 Synthesis of Findings
4.6 Implications for Practice and Policy
4.7 Limitations and Future Research Directions
4.8 Conclusion
5 Conclusion and Recommendations
5.1 Introduction
5.2 Summary of Key Findings
5.2.1 Patterns of Online PD Participation
5.2.2 Impact on Teaching Practices
5.2.3 Factors Influencing Online PD Effectiveness
5.2.4 Multilevel Influences on Online PD Experiences
5.3 Theoretical Implications
5.3.1 Expanding TPACK Framework
5.3.2 Self-Efficacy in Online Learning Contexts
5.3.3 Ecological Systems in Online PD
5.3.4 Bridging Formal and Informal Learning
5.4 Practical Implications
5.4.1 Differentiated PD Strategies
5.4.2 Emphasis on Building ICT Self-Efficacy
5.4.3 Cultivating Supportive School Environments
5.4.4 Enhancing Online PD Design
5.4.5 Addressing Contextual Factors
5.5 Policy Recommendations
5.6 Limitations and Future Research Directions
5.7 Conclusion
6 Reference List
7 Appendices
7.1 Appendix A: Dataset Descriptions
7.1.1 A.1 Teaching and Learning International Survey (TALIS) 2018
7.1.2 A.2 National Teacher and Principal Survey (NTPS) 2017-18
7.2 Appendix B: Supplementary Statistical Analyses
7.2.1 B.2 Factor Analysis for Scale Construction
7.2.2 B.3 Assumptions Testing for Statistical Analyses
7.3 Appendix C: Survey Instruments
7.3.1 C.1 TALIS 2018 Teacher Questionnaire (Excerpts)
7.3.2 C.2 NTPS 2017-18 Teacher Questionnaire (Excerpts)
7.4 Appendix D: Additional Tables and Figures
7.4.1 D.1 Correlation Matrix of Key Variables
7.4.2 D.2 Detailed Regression Results
7.4.3 D.3 Multilevel Model Equations
7.4.4 D.4 Sample Size Calculation
Objectives and Research Themes
This dissertation aims to deconstruct the complex processes of online teaching professional development (PD) by identifying success factors, obstacles, and the overall efficiency of these programs. The research investigates teachers' experiences, the influence of online PD on pedagogical practices and student outcomes, and the structural factors that facilitate or hinder professional learning in digital education environments.
- Landscape of online teacher professional development in higher education.
- Impact of online PD initiatives on teaching practices and ICT integration.
- Factors influencing the effectiveness of online PD (e.g., self-efficacy, institutional support).
- Multilevel contextual influences on teacher professional learning.
- Strategies for designing efficient and inclusive online PD models.
Excerpt from the Dissertation
1.2 Defining Online Pedagogy and Teacher Professional Development
Online pedagogy has become more popular today. It illustrates the science and art of teaching and learning in digital spaces. Moving beyond the simple distribution of content via online platforms, the process involves setting strategic goals, implementing them, and evaluating the outcomes (Baran and Correia, 2014). This involves the broad spectrum of competencies educators’ need, from tech skills to the more subtle skills that promote student engagement and inclusivity, as learners might never attend a physical class. The relevance of understanding and mastering online pedagogy cannot be overstated in an era where digital platforms are increasingly becoming the primary medium of educational delivery (Rodés et al., 2021). As such, this dissertation aims to dissect and understand the nuances of online pedagogy, particularly in the context of teacher professional development.
On the contrary, teacher professional development (PD) is a systematic process in which teachers improve their teaching techniques, knowledge, and overall effectiveness. Collins and Liang (2015) characterise professional development as a broad spectrum of experiences and activities comprising different things, such as workshops and formal coursework, whole and individual study, and blended forms of learning, which support teachers' professional development. Online PD has become a vital element in the world of e-learning simply because it prepares teachers with skills that can help them thrive in this digital education sphere. This part of the PD addresses the capacity to develop pedagogical knowledge and acquire technical skills for students to learn from online content (Edinger, 2017). It is now evident that the core purpose of this research is to open the door for the exploration of teacher PD in online pedagogy and for the process of teacher education to keep up with the shift and transformation of the teaching-learning environment caused by the new digital learning paradigm.
Summary of Chapters
1 Introduction: Provides an overview of the global move toward digital learning, defining the dissertation's focus on online pedagogical development and the need for structured PD support.
2 Literature Review: Synthesizes existing research regarding the evolution of online pedagogy, factors impacting PD effectiveness, and the influence of these programs on teacher practices and student success.
3 Research Methodology: Details the quantitative research design, specifically the secondary analysis of large-scale international (TALIS 2018) and national (NTPS 2017-18) datasets using IBM SPSS statistics.
4 Data Analysis, Results, and Discussion: Presents the findings from descriptive statistics, multiple regression, and multilevel modeling, contextualizing results within existing theoretical frameworks.
5 Conclusion and Recommendations: Summarizes the key findings regarding online PD impact and participation, offering actionable policy recommendations and future directions for research in the digital age.
Keywords
Teacher Professional Development, Online Pedagogy, Higher Learning Context, Digital Transformation, ICT Self-Efficacy, Pedagogical Practices, Educational Data Analysis, TALIS 2018, NTPS 2017-18, Multilevel Modeling, Institutional Support, E-learning Strategies.
Frequently Asked Questions
What is the core focus of this research?
The dissertation focuses on deconstructing the processes of online teacher professional development (PD), specifically examining how these programs impact teacher confidence, pedagogical practices, and educational quality.
What are the primary themes investigated in this work?
Key themes include the impact of online PD on classroom habits, the influence of teacher ICT self-efficacy, the role of institutional and principal support, and how national and contextual factors shape professional learning.
What is the main objective of the dissertation?
The main objective is to evaluate how participation in online PD influences pedagogical practices and to identify the specific factors—individual, social, and contextual—that facilitate or hinder teacher engagement.
Which scientific methods are employed in this study?
The study utilizes a quantitative methodology, performing secondary data analysis on the TALIS 2018 and NTPS 2017-18 datasets, incorporating descriptive statistics, multiple regression, and multilevel analysis via IBM SPSS.
What does the main body describe?
The core chapters cover a extensive literature review on educational PD, describe the quantitative sampling and data analysis procedures, and conclude with an in-depth discussion on synthesizing findings into policy and practical recommendations.
Which keywords best describe this work?
Primary keywords include Teacher Professional Development, Online Pedagogy, ICT Self-Efficacy, Educational Data Analysis, and Higher Learning Context.
Why are the TALIS and NTPS datasets used in this research?
These two large-scale assessments were selected because they provide extensive, representative data regarding teacher professional development experiences, allowing for both global and national-level insights.
What is the significance of ICT self-efficacy in the findings?
ICT self-efficacy emerged as the most significant predictor for perceived online PD effectiveness, indicating that building teacher confidence in technology is a crucial precondition for successful professional development.
How does this study contribute to policy-making?
It provides evidence-based recommendations, such as investing in digital infrastructure, creating differentiated PD strategies for diverse demographics, and fostering supportive institutional learning cultures.
- Citar trabajo
- Nicholas Odwar (Autor), 2024, Components of Teacher Professional Development in Online Pedagogy in Higher Learning Context, Múnich, GRIN Verlag, https://www.grin.com/document/1495957
