After the pandemic: teacher professional development for the digital educational innovation
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- dc.contributor.author Eradze, Maka
- dc.contributor.author De Martino, Andrea
- dc.contributor.author Tinterri, Andrea
- dc.contributor.author Albó, Laia
- dc.contributor.author Bardone, Emanuele
- dc.contributor.author Sunar, Ayşe Saliha
- dc.date.accessioned 2023-06-29T07:05:32Z
- dc.date.available 2023-06-29T07:05:32Z
- dc.date.issued 2023
- dc.description.abstract On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD.
- dc.format.mimetype application/pdf
- dc.identifier.citation Eradze M, De Martino D, Tinterri A, Albó L, Bardone E, Sunar AS. After the pandemic: teacher professional development for the digital educational innovation. Educ Sci. 2023;13(5):432. DOI: 10.3390/educsci13050432
- dc.identifier.doi http://dx.doi.org/10.3390/educsci13050432
- dc.identifier.issn 2227-7102
- dc.identifier.uri http://hdl.handle.net/10230/57405
- dc.language.iso eng
- dc.publisher MDPI
- dc.relation.ispartof Education Sciences. 2023;13(5):432.
- dc.rights © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.rights.uri http://creativecommons.org/licenses/by/4.0/
- dc.subject.keyword teacher professional development
- dc.subject.keyword networked learning
- dc.subject.keyword educational technologies
- dc.subject.keyword teacher agency
- dc.title After the pandemic: teacher professional development for the digital educational innovation
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion