الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 72
burnout, or dissatisfaction, hinders effective leadership, dampening motivation, creativity, and
problem-solving abilities. These findings underscore the pivotal role of cultivating teacher
leadership in fostering an environment conducive to teacher wellbeing, and vice versa.
Keywords: teacher wellbeing, teacher leadership, school improvement
(19) Shal, T., Ghamrawi, N., & Ghamrawi, N. A. (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, 1-17.
This study explores the significance of webinars as tools for supporting teachers' professional
development and growth beyond the Covid-19 pandemic, based on perceptions of teachers
themselves. Employing an explanatory-sequential mixed-methods approach, 394 teachers
registered on a virtual community of practice (vCoP) completed a survey, and twenty of them
participated in focus group interviews. Findings suggests that webinars align with adult learning
theories, thus empowering teachers to exercise autonomy in determining their learning preferences.
However, webinars are not intended to replace face-to-face professional development, but rather
complement it through blended learning models, incorporating in-person training and self-paced
learning, which address the challenges reported in webinar-based professional development.
Moreover, the study provides implications for teacher professional development programs,
highlighting the central role webinars can play in shaping the future of continuous educator growth,
by offering differentiated opportunities for teacher leadership development.
Key Words: teacher professional development, webinars, distance learning
(20) Ghamrawi, N. (2022). Teachers’ virtual communities of practice: A strong response in times
of crisis or just another Fad?. Education and information technologies, 27(5), 5889-5915.
community of practice (vCoP) designed to support knowledge and expertise sharing between K-12
teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in
delivering effective professional development, in general, and during crisis in particular. The vCoP
was developed by the researcher herself as part of a consultancy to the UNESCO. The sample
included 696 participants who were members of the vCoP. The research methodology adopted was
mixed methods. Quantitative data was collected through surveying; and qualitative data was
collected through 8 focus group interviews each involving 6 participants. Statistical analysis was
used to analyze survey data, while interviews data was analyzed using theme-based analysis.
Findings showed that participants viewed vCoPs as effective tools for e-professional development
in general and during crisis in particular.
Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions
and conclusions are offered at the end of the study.
Keywords Virtual communities of practice · Social networking · Professional development · Crisis
education · Covid-19 pandemic · Remote education
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