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'PD in PJs': Building a Sustainable, Collaborative Professional Development Approach to Address Teachers' Affective and Technological Needs

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Title: 'PD in PJs': Building a Sustainable, Collaborative Professional Development Approach to Address Teachers' Affective and Technological Needs
Language: English
Authors: Asim, Sumreen, Hoffman, Lisa, Ramachandran, Sridhar, Zollman, Alan, Book, Kelly, Stewart, Brooke, Wrock, Tasman
Source: SRATE Journal. 2023 32(1).
Availability: Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Junior High Schools
Middle Schools
Descriptors: Faculty Development, Teacher Collaboration, Pandemics, COVID-19, Educational Change, Teacher Attitudes, Affective Behavior, Pedagogical Content Knowledge, Pilot Projects, Wellness, Psychological Needs, Technological Literacy, High School Teachers, Middle School Teachers, Computer Mediated Communication, Family Environment, STEM Education, Science Teachers, Mathematics Teachers, Feedback (Response)
ISSN: 1068-1752
1068-1752
Abstract: The pandemic changed how we viewed professional development. Our teachers reported needing support in the affective domain in addition to traditional professional development. To address this, we piloted Professional Development in Pajamas ("PD in PJs") that focused on sharing peer-to-peer technological pedagogical knowledge and added "wellness pedagogical knowledge" that addressed teachers' affective wellness needs. This approach reflects a significant change in our understanding of useful professional learning. We share the structure of our approach in the hope that other educators and administrators may adapt it to support teacher and teacher candidates in a variety of post-pandemic contexts at their institutions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391139
Database: ERIC
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  Data: 'PD in PJs': Building a Sustainable, Collaborative Professional Development Approach to Address Teachers' Affective and Technological Needs
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  Data: Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
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  Data: 1068-1752<br />1068-1752
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  Data: The pandemic changed how we viewed professional development. Our teachers reported needing support in the affective domain in addition to traditional professional development. To address this, we piloted Professional Development in Pajamas ("PD in PJs") that focused on sharing peer-to-peer technological pedagogical knowledge and added "wellness pedagogical knowledge" that addressed teachers' affective wellness needs. This approach reflects a significant change in our understanding of useful professional learning. We share the structure of our approach in the hope that other educators and administrators may adapt it to support teacher and teacher candidates in a variety of post-pandemic contexts at their institutions.
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  Data: EJ1391139
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      – Text: English
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    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Pandemics
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      – SubjectFull: Educational Change
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Affective Behavior
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Wellness
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      – SubjectFull: Psychological Needs
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      – SubjectFull: Technological Literacy
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      – SubjectFull: High School Teachers
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