The COVID-19 pandemic exposed a gap in the preparation for virtual instruction and an effective use of technology. As teachers used technology and digital resources, perhaps unfamiliar to them, in response to the pandemic, there became an apparent need to determine what technology-related professional development, if any, teachers were provided…

Traditionally, academics in higher education relied on lectures, seminars, and textbooks for face-to-face instruction. However, technology integration in education has transformed the landscape, enhancing engagement, active learning, and personalised instruction, prompting academics to rethink their teaching methods. Anchored in social…

Integration of multimedia resources in higher education curricula continues to be a concern for today's teachers, especially in identifying effective, efficient, and engaging resources that provide individualized instruction and meet a variety of learning needs. However, there was a gap in the literature regarding teachers' beliefs about…

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers' autonomous behavior, digital burnout, and professional…

This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study.…

While school closures resulting from the pandemic in spring 2020 created challenges for every school district, districts serving predominantly rural communities faced even greater obstacles. Lack of access to broadband internet connectivity in rural and remote areas complicated many students' efforts to participate in remote learning. In addition,…

The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum…

The purpose of this study was to examine schools' readiness when transitioning to online instruction and equitable practices as well as teachers' instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide…

With the growth of online and distance education in social work, faculty training and support need to be provided to ensure high-quality online social work education. A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work's…

The problem addressed was post-secondary faculty's continued resistance to learning and using eLearning technology to its maximum capacity to achieve learning outcomes in concert with the often-biased samples in research on the change process and faculty perceptions of their transition from direct instruction to eLearning. Most research on faculty…

We report a new phase of research of the scaling of Cornerstone Maths (CM), technology-enhanced curriculum units for lower secondary mathematics that embed dynamic mathematical technology (DMT). These combine web-based DMT, pupil and teacher materials, and teacher professional development that focus on developing the mathematical knowledge and…

Professional development helps employees improve their skills and competencies for performing work-related tasks. It entails equipping workers with technical skills to enable them to use a new technology. However, institutions are still faced with challenges when integrating new technologies into their systems. It is important for the management…

Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred inquiry-based learning (IBL) approach. In this study, we report on teachers' perceptions following professional development (PD) that introduced WebQuests as a didactic tool alongside ongoing classroom…

Professional development for teacher educators is critical in a rapidly changing environment where graduate teachers are expected to have 21st Century skills and knowledge. As made explicit in a recent report on teacher education in Australia, "the evidence is clear: enhancing the capability of teachers is vital to raising the overall quality…

Increasingly, the traditional professional development (PD) model at 4-year institutions fails to meet the evolving needs of faculty. The traditional model of PD faces unique implementation challenges, including developing offerings that appeal to a wide range of disciplines and topics, dealing with limited faculty availability, physical/campus…