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Teacher’s perceptions of usefulness of online PD resources

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Název: Teacher’s perceptions of usefulness of online PD resources
Autoři: Xuanyi Eliza Wu, Alfredo Bautista
Zdroj: Journal of Childhood, Education & Society, Vol 6, Iss 1, Pp 135-149 (2025)
Journal of Childhood, Education & Society; Vol. 6 No. 1 (2025): Journal of Childhood, Education & Society; 135-149
Informace o vydavateli: Journal of Childhood, Education and Society, 2025.
Rok vydání: 2025
Témata: teacher professional development, Teacher-child interactions, Online professional development, Teacher education, online professional development, Teacher professional development, Education (General), Learning resources, L7-991, teacher-child interactions, teacher education, learning resources
Popis: Despite the rise of online professional development (PD) for early childhood educators, few studies have examined their perceptions of the usefulness of learning resources. We developed an online PD centered on teacher-child interactions, based on the critical features of high-quality PD. The PD was composed of 10 units with a variety of learning resources, including video lectures, research notes, testimonials, classroom videos, quizzes, reflection activities, and sharing activities. We examined teachers’ perceptions of the usefulness of such learning resources and explored potential differences based on key demographic variables. Participants were 137 in-service Hong Kong kindergarten teachers. Evaluation surveys and semi-structured interviews were utilized after course completion. Classroom videos, which provided real-life examples, were perceived as most useful resource to improve teaching practices. Participants also considered video lectures, research notes, and testimonials as extremely useful resources, and reflection activities and sharing activities as useful resources. Quizzes emerged as the least useful resource, especially when these involved fact-based questions. Teachers’ perceptions were not influenced by their demographic backgrounds. We conclude that teachers place a higher emphasis on online PD resources that offer practical examples compared to those focus on theoretical knowledge and self-reflection. The current study filled an important gap in the early childhood teacher education literature, specifically in the area of online PD, offering theoretical, practical, and policy-related insights.
Druh dokumentu: Article
Popis souboru: application/pdf
ISSN: 2717-638X
DOI: 10.37291/2717638x.202561517
Přístupová URL adresa: https://doaj.org/article/b69673fe10aa4ba584aefa835597beea
https://www.j-ces.com/index.php/jces/article/view/517
Rights: CC BY NC ND
Přístupové číslo: edsair.doi.dedup.....e1540f27a0cf133ed36970b3dd812b7f
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  Data: Despite the rise of online professional development (PD) for early childhood educators, few studies have examined their perceptions of the usefulness of learning resources. We developed an online PD centered on teacher-child interactions, based on the critical features of high-quality PD. The PD was composed of 10 units with a variety of learning resources, including video lectures, research notes, testimonials, classroom videos, quizzes, reflection activities, and sharing activities. We examined teachers’ perceptions of the usefulness of such learning resources and explored potential differences based on key demographic variables. Participants were 137 in-service Hong Kong kindergarten teachers. Evaluation surveys and semi-structured interviews were utilized after course completion. Classroom videos, which provided real-life examples, were perceived as most useful resource to improve teaching practices. Participants also considered video lectures, research notes, and testimonials as extremely useful resources, and reflection activities and sharing activities as useful resources. Quizzes emerged as the least useful resource, especially when these involved fact-based questions. Teachers’ perceptions were not influenced by their demographic backgrounds. We conclude that teachers place a higher emphasis on online PD resources that offer practical examples compared to those focus on theoretical knowledge and self-reflection. The current study filled an important gap in the early childhood teacher education literature, specifically in the area of online PD, offering theoretical, practical, and policy-related insights.
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