Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal
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| Title: | Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal |
|---|---|
| Language: | English |
| Authors: | Carol Revelle (ORCID |
| Source: | International Journal on Social and Education Sciences. 2024 6(4):692-714. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Elementary School Teachers, Secondary School Teachers, College Faculty, Inservice Teacher Education, Summer Programs, Writing Instruction, Professional Development, Educational Change, Electronic Learning, Institutes (Training Programs), National Standards, Educational Principles, Program Improvement |
| Geographic Terms: | Texas |
| ISSN: | 2688-7061 |
| Abstract: | The unpredictable nature of the COVID-19 pandemic created unprecedented challenges including a need for new curricula, pedagogy, and more accessible forms of professional development (PD). A gap in research exists regarding professional development of educators. This qualitative study used data collected from two surveys, a focus group, and a geographical distribution map. The analysis focuses on identifying factors that influence in-service educators when choosing and participating in an extended, elective PD that focuses on writing and its instruction over two years. Analysis of two online summer National Writing Project institutes revealed several motivators for participation including desires to improve pedagogical skills, online accessibility, and desire to participate in personal writing. Participants indicated a strong desire for the trainings be moved to a later date in the summer and to be offered online. These actionable requests were implemented in the second summer PD offering. Findings will be used to reframe professional development formats. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451123 |
| Database: | ERIC |
| Abstract: | The unpredictable nature of the COVID-19 pandemic created unprecedented challenges including a need for new curricula, pedagogy, and more accessible forms of professional development (PD). A gap in research exists regarding professional development of educators. This qualitative study used data collected from two surveys, a focus group, and a geographical distribution map. The analysis focuses on identifying factors that influence in-service educators when choosing and participating in an extended, elective PD that focuses on writing and its instruction over two years. Analysis of two online summer National Writing Project institutes revealed several motivators for participation including desires to improve pedagogical skills, online accessibility, and desire to participate in personal writing. Participants indicated a strong desire for the trainings be moved to a later date in the summer and to be offered online. These actionable requests were implemented in the second summer PD offering. Findings will be used to reframe professional development formats. |
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| ISSN: | 2688-7061 |
