Investigating Teachers' Participation Patterns in Online Teacher Professional Development: What Is the Relationship between Participation Frequency and Participation Quality?

Autor/inn/en	Chen, Min; Liu, Yanqiu; Yang, Harrison Hao; Li, Yating; Zhou, Chi
Titel	Investigating Teachers' Participation Patterns in Online Teacher Professional Development: What Is the Relationship between Participation Frequency and Participation Quality?
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.15011-15030 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11829-y
Schlagwörter	Faculty Development; Online Courses; Teacher Participation; Incidence; Teacher Behavior + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Vorkommen; Teacher behaviour; Lehrerverhalten
Abstract	Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers' participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation quality is still unclear. Addressing this problem not only helps reveal teachers' participation patterns in OTPD, but also provides support for promoting teachers' online professional learning and improving OTPD organization and management. To identify teachers' participation patterns and the relationship between participation frequency and participation quality in OTPD, this study analyzed 5,064 log records of 415 teachers using lag sequential analysis, t-test, and Chi-square test. The findings indicated that teachers preferred shallow participation behaviors, such as sharing resources and experience, and seldom carried out deep participation/engagement behaviors (e.g., proposing knowledge topics, establishing teaching and research practices). Teachers with higher participation frequency had lower participation quality in OTPD and tended to repeat shallow participation behaviors. Finally, the study proposed some suggestions for better supporting teachers' participation in online professional development, such as strengthening the links between information sharing activities, knowledge construction activities, and teaching and research practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01