Virtual School Meanderings

November 29, 2021

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

  • Pamela Beach, Queen’s University
  • Elena Favret, Queen’s University
  • Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

November 26, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

See the notice for this new issue of CJLT.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol. 47 No. 2 (2021)

PUBLISHED: 2021-11-24

EDITORIAL

  • Sawsen Lakhal, Martha Cleveland-Innes

NOTES

  • Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

    Mark Pegrum, Agnieszka Palalas

ARTICLES

  • The Knowledge Building International Project as an Innovative Learning Environment

    Josep Gallifa, Mireia Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, Mercè Gisbert, Francesc Martínez-Olmo
  • Computerized Vocabulary Assessment in Children 8-11 Years

    Jean Ecalle, Nicolas Bailloud, Emilie Dujardin, Annie Magnan
  • Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

    Ricardo-Adán Salas-Rueda
  • Online Teacher Professional Development in Canada: A Review of the Research

    Pamela Beach, Elena Favret, Alexandra Minuk
  • Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

    Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ

November 25, 2021

Article Notice – “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

I mentioned this article in yesterday’s entry entitled [IRRODL] New notification from The International Review of Research in Open and Distributed Learning, and I wanted to highlight it specifically today.

“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

  • Felipe Augusto de Mesquita Comelli – Research Group on Public Policies in Education, Metropolitan University of Santos
  • Michel da Costa – Research Group on Public Policies in Education, Metropolitan University of Santos
  • Elisabeth dos Santos Tavares – Research Group on Public Policies in Education, Metropolitan University of Santos
Keywords: affective field, affective fatigue, discursive textual analysis, face-to-face class

Abstract

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

November 24, 2021

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

See the notice for this new issue of IRRODL.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The actual table of contents is included below.  Pay particular attention to the article entitled “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil, which has a K-12 focus.

Vol. 22 No. 4 (2021)

Full Issue

Editorial

Book Notes

Technical Notes

Literature Reviews

September 22, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

A new issue alert for this Canadian journal.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents included:

Vol. 47 No. 4 (2021): Special Issue

PUBLISHED: 2021-09-20
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