Teachers' Pedagogical and Content Knowledge after Participation in Virtual Professional Development

Autor/inn/en	Lara-Alecio, Rafael; Tang, Shifang; Sutton-Jones, Kara L.; Irby, Beverly J.; Tong, Fuhui; Jimenez, David D.; Villarreal, Elsa G.
Titel	Teachers' Pedagogical and Content Knowledge after Participation in Virtual Professional Development
Quelle	In: International Journal of Virtual and Personal Learning Environments, 11 (2021) 1, S.64-86, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irby, Beverly J.) ORCID (Villarreal, Elsa G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/IJVPLE.2021010105
Schlagwörter	Pedagogical Content Knowledge; Knowledge Level; Professional Development; Inservice Teacher Education; Electronic Learning; Elementary School Teachers; Middle School Teachers; High School Teachers; Public Schools; Charter Schools; School Location; English Language Learners; Student Needs; Second Language Learning; Second Language Instruction; Bilingual Education; Teacher Certification; Teacher Improvement; Federal Legislation; Texas + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Wissensbasis; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Schulgelände; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingual teaching; Bilingualer Unterricht; Bundesrecht
Abstract	Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to meet the needs of these students. The authors examined the improvement of Texas in-service teachers' English as a second language (ESL) pedagogical and content knowledge after participating in a VPD program designed for developing teachers' ESL instructional capacity. Chi-square analyses were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teacher knowledge after program completion. There was no difference in teachers' knowledge gains based on their school district location. These findings are in line with other researchers who have found improvement in terms of teacher knowledge and instructional practices after participation in VPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01