Introduction: Health professionals engage in continuous professional development through higher education. As traditional university learning environments pose a challenge to working health professionals, distance education allows these learners to engage in higher education in alignment with their learning preferences and needs. Literature on…

Schools are in the process of incorporating professional development activities to prepare technology-proficient educators to utilize information and communication tools to meet the pedagogical needs of 21st-century students and learners. This research addresses the challenges of and preservation possibilities for the digital work of learning…

Faculty continue to resist transitioning to online teaching despite the increase in online courses and campuses. With the recent transition to online and/or virtual delivery due to the COVID-19 pandemic, even faculty disinclined to new technologies were required to make changes necessary for teaching. Using the Technology Acceptance Model (TAM)…

Teachers continuously engage in the relational work of sensemaking with students, but they generally do so isolated from colleagues, making individual decisions about their classrooms. Professional learning communities (PLCs), provide opportunities for collaborative professional reflection and development among peers centered on the analysis of…

Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic…

This article reports on the preliminary results of a pedagogical experiment instituted by a community of practice (CoP) called the Creativity Collaborative, which is composed of scholars from varying disciplines, backgrounds, and scholarship interests: library and information science, technical education, academic librarianship, media literacy,…

Educational leadership preparation programs increasingly rely on adjunct faculty to teach aspiring leaders. Although the percentage of adjunct faculty serving as instructors continues to grow relative to full-time, tenured faculty, the role of part-time instructors/K-12 practitioners remains confined to instruction. This study explored how one…

Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements: (1) facilitation of discourse; (2) direct instruction; and (3) instructional design and organization--that work together…

In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus[superscript +], focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual…

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by COVID-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's…

Educators across the world have been forced to shift their courses online due to the COVID19 pandemic. As face-to-face courses become online courses during this unprecedented time, instructors are thrown into emergency remote teaching (ERT). Where online learning involves "experiences that are planned from the beginning and designed to be…

This article has been created following a process of collaborative reflective dialogue and writing between members of the Kildare and Wicklow Education and Training Board Community Education Team. We reflected on the experience of providing community education during the COVID-19 pandemic and mapping the next steps as we navigated living with…

In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance…

In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites…

This paper illustrates a year-long case study investigating in-service teachers' needs and mentor's practices in implementing cutting-edge research science topics as nanotechnology and plastics in the ocean in primary education. In a Community of Learners design and with the support of a mentor, ten primary teachers implemented in 6th grade…