The effects of bichronous professional development on teachers: Perceived barriers to teach online

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dc.authorid0000-0002-5535-9075en_US
dc.authorid0000-0002-0527-8453en_US
dc.authorid0000-0002-3466-8119en_US
dc.authorid0000-0003-2000-4183en_US
dc.contributor.authorYazıcılar Nalbantoğlu, Ümran
dc.contributor.authorDoğan, Selçuk
dc.contributor.authorKorkmaz, Zehra Sedef
dc.contributor.authorAğaçlı Doğan, Nihan
dc.date.accessioned2024-12-02T12:29:51Z
dc.date.available2024-12-02T12:29:51Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThis qualitative, multicase study examined the perceived effect on teachers of an online professional development (PD) program supported by facilitators who provided extensive feedback to them. Our goal was to identify the barriers to teachers implementing their learning in their diverse contexts. Using inductive and deductive thematic analysis and cross-case analysis of interviews and reflections, we found that positive results are much more likely if the design of PD is contextual and facilitation is in place. However, for this external PD to be effective, barriers to implementation, such as administration or support, school policies, and context need to be considered. The nature of PD does not guarantee the implementation of what was learned in the classroom. Suggestions for improvements in terms of PD design and barriers are also discussed.
dc.identifier.doi10.9743/JEO.2024.21.1.13
dc.identifier.issn1547500X
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ3
dc.identifier.urihttp://dx.doi.org/10.9743/JEO.2024.21.1.13
dc.identifier.urihttps://hdl.handle.net/11494/5087
dc.identifier.volume21en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherGrand Canyon Universityen_US
dc.relation.ispartofJournal of Educators Online
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBarriers To Implementationen_US
dc.subjectOnline Professional Developmenten_US
dc.subjectQuality Mattersen_US
dc.subjectTeacher Professional Learningen_US
dc.titleThe effects of bichronous professional development on teachers: Perceived barriers to teach onlineen_US
dc.typeArticle

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