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AuthorShal, Tarek
AuthorGhamrawi, Norma
AuthorGhamrawi, Najah A. R.
Available date2024-01-14T09:02:13Z
Publication Date2024
Publication NameOpen Learning: The Journal of Open, Distance and e-Learning
Identifierhttp://dx.doi.org/10.1080/02680513.2023.2296645
CitationTarek Shal, Norma Ghamrawi & Najah A. R. Ghamrawi (2024) Webinars for teacher professional development: perceptions of members of a virtual professional community of practice, Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2023.2296645
ISSN0268-0513
URIhttp://hdl.handle.net/10576/50710
AbstractThis study explores the significance of webinars as tools for supporting teachers’ professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with twenty of them participating in focus group interviews. Quantitative data from the survey were statistically analysed using SPSS 25.0, while qualitative data from the focus group interviews underwent theme-based analysis. The findings suggest that teachers highly regard webinars as effective tools for professional development and believe that webinars should be an integral part of future teacher development programmes within the framework of blended learning models. The key strengths and weaknesses of webinars as tools for supporting teacher professional development are thoroughly addressed.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
PublisherRoutledge
SubjectTeacher professional development
webinars
distance learning
communities of practice
online professional growth
TitleWebinars for teacher professional development: perceptions of members of a virtual professional community of practice
TypeArticle
dc.accessType Abstract Only


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