Online multimedia teaching portfolios that in-service teachers created on the Padlet platform ( Alshawi & Alshumaimeri, 2017 ). Notably, the use of e-portfolios with teachers is not a widespread practice and their use is optional in Oman EFL education. In the current study, these e-portfolios included samples of online teaching plans, recorded online synchronous lessons, online class quizzes, and self-reflections on their recorded synchronous lessons.
Published in Chapter:
Improving Novice EFL Teachers' TPACK With Padlet Self-Reflective E-Portfolios: Synchronous Online Teaching Delivery Continuous Professional Development Program
Siham Mohammed Al Aamri (University of Nizwa, Oman), Cécile Gabarre (University of Nizwa, Oman), and Serge Gabarre (University of Nizwa, Oman)
Copyright: © 2023
|Pages: 32
DOI: 10.4018/978-1-6684-8546-0.ch005
Abstract
The Padlet TPACK training was implemented during the Covid-19 pandemic when teachers needed guidance with online synchronous lessons. In Oman, professional development programs do not always result in an effective knowledge transfer into teaching practices. Therefore, in response to impeding factors, a grounded action research was conducted with six primary EFL novice teachers to investigate an alternative approach. The Padlet training provided a rich educational environment and facilitated peer-cooperation. Furthermore, peer feedback and reflective e-portfolios helped teachers identify their strengths and address their weaknesses which improved their technological pedagogical content knowledge. This chapter provides educators, supervisors, and trainers with tips and recommendations to design and conduct alternative PD educational technology training programs.