PERCEPTIONS OF TEACHERS REGARDING ONLINE INSERVICE TRAINING IN THEIR PROFESSIONAL DEVELOPMENT IN KHYBER PAKHTUNKHWA PAKISTAN

http://dx.doi.org/10.31703/gesr.2020(V-I).06      10.31703/gesr.2020(V-I).06      Published : Mar 1
Authored by : IrfanUllahKhan , SaifUllahKhan , MatiUllahKhan

06 Pages : 52-63

References

  • Ahlqvist et al, (2008). Social media roadmaps exploring the futures triggered by social media, VTT Tiedotteita - Valtion Teknillinen Tutkimuskeskus (2454): 13.
  • Alec Sithole, Missouri et al, (2019). Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education. International Journal of Online Pedagogy and Course Design, 9(1), January-March 2019.
  • Andreas Gegenfurtner, Bernhard Schmidt-Hertha and Paul Lewis, (2020) in
  • Boling, C. J., & Martin, S. H. (2005). Supporting teacher change through online professional development The Journal of Educators Online, 2(1). Retrieved March 19, 2009, from http://www.thejeo.com/BolingFinal.pdf
  • Bonnes, C., Leiser, C., Schmidt-Hertha, B., Rott, K. J. and Hochholdinger, S. (2020), 'The relationship of trainers' media didactical competence and media didactical self-efficacy, attitudes and use of digital media', International Journal of Training and Development, 24, 1.
  • Carolina Costa, Helena Alvelos, & Leonor Teixeira, (2019). Investigating the Use and Acceptance of Technologies by Professors in a Higher Education Institution. International Journal of Online Pedagogy and Course Design, 9(2).
  • Caroline Bonnes et al, (2020) in
  • Cooper, J. D. (2008). Professional development: An effective research-based model. Boston: Houghton Mifflin Harcourt Supplemental Publishers. Retrieved March 2, 2009, from http://www.greatsource.com/GreatSource/pdf/ProfessionalDevelopmentResearch.pdf
  • Dede, C. (2006). Online professional development for teachers. Harvard Education Letter, 22 (4) Retrieved April 27, 2009, from gseweb.harvard.edu/~uk/otpd/Dede_research_agenda_final.pdf
  • Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, l., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60 (1), 8 -19.
  • Dieu, D., & Stevens, V. (2007). Pedagogical affordances of syndication, aggregation, and mash-up of content on the web. TESL-EJ, 11(1), 1-15.
  • Dowling-Hetherington, L., Glowatz, M., McDonald, E. and Dempsey, A. (2020), ‘Business students' experiences of technology tools and applications in higher education', International Journal of Training and Development, 24, 1.
  • Ebner, C. and Gegenfurtner, A. (2019), ‘Learning and satisfaction in webinar, online, and faceto-face instruction: a meta-analysis', Frontiers in Education, 4, 92. https ://doi.org/10.3389/ feduc.2019.00092
  • Eduwen Friday Osamwonyi and, Ekiadolor-Benin (2016) in
  • Esfandiari. (2012). Improving multi agent systems based on reinforcement: J. Cain, Online Social networking issues with in academia and pharmacy education. American Journal of Pharmaceutical Education, 72, 10.
  • Frederick, B.J.A., & Stephen, O.O., (2010). Teachers' Perceptions of Staff Development Programmes As It Relates to Teachers' Effectiveness: A Study of Rural Primary Schools' in Kenya, Educational Research & Review, 5(1).
  • Freifeld, L. (2018), '2018 training industry report', Training, 55, 6, 18-31.
  • Gabrielle T. Lee & Tzu-Fen Chang, (2019) in
  • Gegenfurtner, A. and Ebner, C. (2019), 'Webinars in higher education and professional training: a meta- analysis and systematic review of randomized controlled trials', Educational Research Review, 28, 1, 100293.
  • Gegenfurtner, A., Schwab, N. and Ebner, C. (2018), https ://doi.org/10.25929/ bjas. v4i1.50.
  • Gegenfurtner, A., Zitt, A. and Ebner, C. (2020), 'Evaluating webinar-based training: a mixed methods study on trainee reactions toward digital web conferencing', International Journal of Training and Development, 24, 1.
  • Govinda Ishwar Lingam, (2012) in
  • Guma, A., & Haolader. F. A, (2013). The role of ICTs to make teaching-learning effective in higher institutions of learning in Uganda. International Journal of Innovative Research in Science, Engineering and Technology, 2 (8), 4061-4073.
  • Harwell, S. H. (2003). Teacher professional development: It's not an event, it's a process. Waco: CORD
  • Hussain, I. (2004). A study of emerging technologies and their impact on teaching learning process and their impact on teaching learning process, 286.
  • Insung Jung, (2001). Issues and Challenges of Providing Online Inservice Teacher Training: Korea's experience. The International Review of Research in Open and Distributed Learning, 2(1). https://doi.org/10.19173/irrodl.v2i1.30.
  • Irfan et al (2016)
  • Khalid, S,et al, (2017) Social Media Technologies and Their Impact on Film making for Students' of Digital Media Specialization in College of Applied Sciences NIZWA. Gomal University Journal of Research (GUJR) Special Issue I ISSN 1019-8180 Pp 9-17.
  • Khan et al, (2017)
  • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S. and Graham, C. R. (2014), ‘The Technological Pedagogical Content Knowledge Framework', in J. M. Spector (ed), Handbook of Research on Educational Communications and Technology (New York: Springer), pp. 101-11.
  • Kraiger, K., Cavanagh, T. M. and Willis, C. M. G. (2020), 'Why do cognitive prompts hurt learning in older adults?', International Journal of Training and Development, 24, 1.
  • Lattke, S. and Jütte, W. (eds). (2014), Professionalisation of Adult Educators: International and Comparative Perspectives (Frankfurt am Main: Peter Lang Edition).
  • Lawrence A. Tomei, Robert and Douglas Nelson, (2019)
  • Long, S. (2001). Multimedia in the art curriculum: Crossing boundaries. Journal of Art and Design Education, 20 (3), 255-263.
  • Lowther, D. L. (2008). Does technology integration work when key barriers are removed? Educational Media International, 45, 195-213.
  • Mardani K, L. (2009). An examination of the relationship between the in-service trainings and the effectiveness of the staff (case study: Ahwaz Oil Company). Unpublished MA thesis, University of Tehran, Qom branch.
  • Mishra, P. and Koehler, M. J. (2006), 'Technological pedagogical content knowledge: a framework for teacher knowledge', Teachers College Record, 108(6), 1017-54.
  • Morrell, E., Duenas, R., Garcia, V., & Lopez, J. (2013). Youth and Critical media Production in 21st centurey. In Critical Media Pedagogy: Teaching for Achievement in City Schools. Columbia, New York: Teachers College Press.
  • Noor, S. (2013). An effective use of ICTs for education and learning by drawing on worldwide knowledge, research and experience. ICTs as a Change Agent for Education, 1-13.
  • Obar, Jonathan A.; Wildman, Steve (2015).
  • Oberländer, M., Beinicke, A. and Bipp, T. (2020), 'Digital competencies: a review of the literature and applications in the workplace', Computers & Education, 146, 103752. https ://doi. org/10.1016/j.compe du.2019.103752.
  • Neil, R. (2006) https://www.tandfonline.com/loi/rjie18.
  • Rohs, M., Bolten, R. and Kohl, J. (2020), 'Between adoption and rejection: attitudes of adult educators towards digitalization in Germany', International Journal of Training and Development, 24(1).
  • Rohs, M., Schmidt-Hertha, B., Rott, K. and Bolten, R. (2019), 'Measurement of media pedagogical competences of adult educators', RELA - European Journal for Research on the Education and Learning of Adults. Prepublished. Available at (accessed 30 August 2019). http://www.rela.ep.liu.se/pre_publi shed. asp
  • Rohs, M., Schmidt-Hertha, B., Rott, K. J. and Bolten, R. (2019), ‘Measurement of media pedagogical competences of adult educators'. European Journal for Research on the Education and Learning of Adults, 10(3), 307-324, https ://doi.org/10.3384/rela.2000-7426.ojs393.
  • Galeshi, R. & Taimoory, H. R. (2019). Online Education: Influencing Teachers' Perception of Professionalism https ://doi.org/10.3384/rela.2000-7426.ojs393.
  • Schmidt-Hertha, B. & Rohs, M. (2018), Editorial: Medienpädagogik und Erwachsenenbildung. Medienpädagogik, 30, i-viii.
  • Schmidt-Hertha, B., Rohs, M., Rott, K. J. and Bolten, R. (2017), 'Medienpädagogische Kompetenzanforderungen an Erwachsenenbildner/innen: Fit für die digitale (Lern-) Welt?', DIE Zeitschrift, 3, 35-37.
  • Sedega, et al. (2019). Perception of Teachers on The Effectiveness of In-Service Education and Training at The Basic Schools in Akatsi District of Ghana. British Journal of Education, 7(1), 1-19.
  • Strauch, A., Radtke, M. and Lupou, R. (2010), Flexible Pathways Towards Professionalization: Senior Adult Educators in Europe (Bielefeld, W. Bertelsmann).
  • Thalhammer, V. (2014), 'E-learning: An Opportunity for Older Persons?', in B. Schmidt-Hertha, S. JelencKraÅ¡ovec and M. Formosa (eds), Learning across Generations in Europe. Contemporary Issues in Older Adult Education (Rotterdam, Boston, Taipei: Sense Publishers), pp. 47-58.
  • Lim, T., Abas, Z. W., & Noriati Mansor, N. (2019). Online In-service Teacher Professional Development in Malaysia: A New Possibility
  • tucker, V. (2019)

References

  • Ahlqvist et al, (2008). Social media roadmaps exploring the futures triggered by social media, VTT Tiedotteita - Valtion Teknillinen Tutkimuskeskus (2454): 13.
  • Alec Sithole, Missouri et al, (2019). Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education. International Journal of Online Pedagogy and Course Design, 9(1), January-March 2019.
  • Andreas Gegenfurtner, Bernhard Schmidt-Hertha and Paul Lewis, (2020) in
  • Boling, C. J., & Martin, S. H. (2005). Supporting teacher change through online professional development The Journal of Educators Online, 2(1). Retrieved March 19, 2009, from http://www.thejeo.com/BolingFinal.pdf
  • Bonnes, C., Leiser, C., Schmidt-Hertha, B., Rott, K. J. and Hochholdinger, S. (2020), 'The relationship of trainers' media didactical competence and media didactical self-efficacy, attitudes and use of digital media', International Journal of Training and Development, 24, 1.
  • Carolina Costa, Helena Alvelos, & Leonor Teixeira, (2019). Investigating the Use and Acceptance of Technologies by Professors in a Higher Education Institution. International Journal of Online Pedagogy and Course Design, 9(2).
  • Caroline Bonnes et al, (2020) in
  • Cooper, J. D. (2008). Professional development: An effective research-based model. Boston: Houghton Mifflin Harcourt Supplemental Publishers. Retrieved March 2, 2009, from http://www.greatsource.com/GreatSource/pdf/ProfessionalDevelopmentResearch.pdf
  • Dede, C. (2006). Online professional development for teachers. Harvard Education Letter, 22 (4) Retrieved April 27, 2009, from gseweb.harvard.edu/~uk/otpd/Dede_research_agenda_final.pdf
  • Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, l., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60 (1), 8 -19.
  • Dieu, D., & Stevens, V. (2007). Pedagogical affordances of syndication, aggregation, and mash-up of content on the web. TESL-EJ, 11(1), 1-15.
  • Dowling-Hetherington, L., Glowatz, M., McDonald, E. and Dempsey, A. (2020), ‘Business students' experiences of technology tools and applications in higher education', International Journal of Training and Development, 24, 1.
  • Ebner, C. and Gegenfurtner, A. (2019), ‘Learning and satisfaction in webinar, online, and faceto-face instruction: a meta-analysis', Frontiers in Education, 4, 92. https ://doi.org/10.3389/ feduc.2019.00092
  • Eduwen Friday Osamwonyi and, Ekiadolor-Benin (2016) in
  • Esfandiari. (2012). Improving multi agent systems based on reinforcement: J. Cain, Online Social networking issues with in academia and pharmacy education. American Journal of Pharmaceutical Education, 72, 10.
  • Frederick, B.J.A., & Stephen, O.O., (2010). Teachers' Perceptions of Staff Development Programmes As It Relates to Teachers' Effectiveness: A Study of Rural Primary Schools' in Kenya, Educational Research & Review, 5(1).
  • Freifeld, L. (2018), '2018 training industry report', Training, 55, 6, 18-31.
  • Gabrielle T. Lee & Tzu-Fen Chang, (2019) in
  • Gegenfurtner, A. and Ebner, C. (2019), 'Webinars in higher education and professional training: a meta- analysis and systematic review of randomized controlled trials', Educational Research Review, 28, 1, 100293.
  • Gegenfurtner, A., Schwab, N. and Ebner, C. (2018), https ://doi.org/10.25929/ bjas. v4i1.50.
  • Gegenfurtner, A., Zitt, A. and Ebner, C. (2020), 'Evaluating webinar-based training: a mixed methods study on trainee reactions toward digital web conferencing', International Journal of Training and Development, 24, 1.
  • Govinda Ishwar Lingam, (2012) in
  • Guma, A., & Haolader. F. A, (2013). The role of ICTs to make teaching-learning effective in higher institutions of learning in Uganda. International Journal of Innovative Research in Science, Engineering and Technology, 2 (8), 4061-4073.
  • Harwell, S. H. (2003). Teacher professional development: It's not an event, it's a process. Waco: CORD
  • Hussain, I. (2004). A study of emerging technologies and their impact on teaching learning process and their impact on teaching learning process, 286.
  • Insung Jung, (2001). Issues and Challenges of Providing Online Inservice Teacher Training: Korea's experience. The International Review of Research in Open and Distributed Learning, 2(1). https://doi.org/10.19173/irrodl.v2i1.30.
  • Irfan et al (2016)
  • Khalid, S,et al, (2017) Social Media Technologies and Their Impact on Film making for Students' of Digital Media Specialization in College of Applied Sciences NIZWA. Gomal University Journal of Research (GUJR) Special Issue I ISSN 1019-8180 Pp 9-17.
  • Khan et al, (2017)
  • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S. and Graham, C. R. (2014), ‘The Technological Pedagogical Content Knowledge Framework', in J. M. Spector (ed), Handbook of Research on Educational Communications and Technology (New York: Springer), pp. 101-11.
  • Kraiger, K., Cavanagh, T. M. and Willis, C. M. G. (2020), 'Why do cognitive prompts hurt learning in older adults?', International Journal of Training and Development, 24, 1.
  • Lattke, S. and Jütte, W. (eds). (2014), Professionalisation of Adult Educators: International and Comparative Perspectives (Frankfurt am Main: Peter Lang Edition).
  • Lawrence A. Tomei, Robert and Douglas Nelson, (2019)
  • Long, S. (2001). Multimedia in the art curriculum: Crossing boundaries. Journal of Art and Design Education, 20 (3), 255-263.
  • Lowther, D. L. (2008). Does technology integration work when key barriers are removed? Educational Media International, 45, 195-213.
  • Mardani K, L. (2009). An examination of the relationship between the in-service trainings and the effectiveness of the staff (case study: Ahwaz Oil Company). Unpublished MA thesis, University of Tehran, Qom branch.
  • Mishra, P. and Koehler, M. J. (2006), 'Technological pedagogical content knowledge: a framework for teacher knowledge', Teachers College Record, 108(6), 1017-54.
  • Morrell, E., Duenas, R., Garcia, V., & Lopez, J. (2013). Youth and Critical media Production in 21st centurey. In Critical Media Pedagogy: Teaching for Achievement in City Schools. Columbia, New York: Teachers College Press.
  • Noor, S. (2013). An effective use of ICTs for education and learning by drawing on worldwide knowledge, research and experience. ICTs as a Change Agent for Education, 1-13.
  • Obar, Jonathan A.; Wildman, Steve (2015).
  • Oberländer, M., Beinicke, A. and Bipp, T. (2020), 'Digital competencies: a review of the literature and applications in the workplace', Computers & Education, 146, 103752. https ://doi. org/10.1016/j.compe du.2019.103752.
  • Neil, R. (2006) https://www.tandfonline.com/loi/rjie18.
  • Rohs, M., Bolten, R. and Kohl, J. (2020), 'Between adoption and rejection: attitudes of adult educators towards digitalization in Germany', International Journal of Training and Development, 24(1).
  • Rohs, M., Schmidt-Hertha, B., Rott, K. and Bolten, R. (2019), 'Measurement of media pedagogical competences of adult educators', RELA - European Journal for Research on the Education and Learning of Adults. Prepublished. Available at (accessed 30 August 2019). http://www.rela.ep.liu.se/pre_publi shed. asp
  • Rohs, M., Schmidt-Hertha, B., Rott, K. J. and Bolten, R. (2019), ‘Measurement of media pedagogical competences of adult educators'. European Journal for Research on the Education and Learning of Adults, 10(3), 307-324, https ://doi.org/10.3384/rela.2000-7426.ojs393.
  • Galeshi, R. & Taimoory, H. R. (2019). Online Education: Influencing Teachers' Perception of Professionalism https ://doi.org/10.3384/rela.2000-7426.ojs393.
  • Schmidt-Hertha, B. & Rohs, M. (2018), Editorial: Medienpädagogik und Erwachsenenbildung. Medienpädagogik, 30, i-viii.
  • Schmidt-Hertha, B., Rohs, M., Rott, K. J. and Bolten, R. (2017), 'Medienpädagogische Kompetenzanforderungen an Erwachsenenbildner/innen: Fit für die digitale (Lern-) Welt?', DIE Zeitschrift, 3, 35-37.
  • Sedega, et al. (2019). Perception of Teachers on The Effectiveness of In-Service Education and Training at The Basic Schools in Akatsi District of Ghana. British Journal of Education, 7(1), 1-19.
  • Strauch, A., Radtke, M. and Lupou, R. (2010), Flexible Pathways Towards Professionalization: Senior Adult Educators in Europe (Bielefeld, W. Bertelsmann).
  • Thalhammer, V. (2014), 'E-learning: An Opportunity for Older Persons?', in B. Schmidt-Hertha, S. JelencKraÅ¡ovec and M. Formosa (eds), Learning across Generations in Europe. Contemporary Issues in Older Adult Education (Rotterdam, Boston, Taipei: Sense Publishers), pp. 47-58.
  • Lim, T., Abas, Z. W., & Noriati Mansor, N. (2019). Online In-service Teacher Professional Development in Malaysia: A New Possibility
  • tucker, V. (2019)

Cite this article

APA

    APA : Khan, I. U., Khan, S. U., & Khan, M. U. (2020). Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan. Global Educational Studies Review, V(I), 52-63. https://doi.org/10.31703/gesr.2020(V-I).06

CHICAGO

    CHICAGO : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. 2020. "Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan." Global Educational Studies Review, V (I): 52-63 doi: 10.31703/gesr.2020(V-I).06

HARVARD

    HARVARD : KHAN, I. U., KHAN, S. U. & KHAN, M. U. 2020. Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan. Global Educational Studies Review, V, 52-63.

MHRA

    MHRA : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. 2020. "Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan." Global Educational Studies Review, V: 52-63

MLA

    MLA : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. "Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan." Global Educational Studies Review, V.I (2020): 52-63 Print.

OXFORD

    OXFORD : Khan, Irfan Ullah, Khan, Saif Ullah, and Khan, Mati Ullah (2020), "Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan", Global Educational Studies Review, V (I), 52-63

TURABIAN

    TURABIAN : Khan, Irfan Ullah, Saif Ullah Khan, and Mati Ullah Khan. "Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan." Global Educational Studies Review V, no. I (2020): 52-63. https://doi.org/10.31703/gesr.2020(V-I).06