Wolf, S., & Peele, M. E. (2019). Examining Sustained Impacts of Two Teacher Professional Development Programs on Professional Well-Being and Classroom Practices. Teaching and Teacher Education, 86, Article ID: 102873.
https://doi.org/10.1016/j.tate.2019.07.003

has been cited by the following article:

• TITLE: Learning Communities and Teacher Professional Development: The Case of eTwinning Seminars

  AUTHORS: Apostolos Kostas, Dimitra Ioannidou

  KEYWORDS: e-Learning, Teachers Professional Development, eTwinning, Learning Com-munities, Professional Learning Communities

  JOURNAL NAME: Creative Education, Vol.14 No.13, December 29, 2023

  ABSTRACT: eTwinning seminars provide in-service teachers with opportunities to develop skills and competences, through teamwork and interaction in an online environment, supporting them to enrich their teaching practices in the classroom and strengthen their self-efficacy. In this article, we present results from the evaluation of eTwinning seminars in Greece, with the aim to investigate how participation obstacles were managed by the trainees, what type of interaction was developed among the trainees, and the extent to which trainees acquired skills which they could apply in their classroom. The study followed a quantitative design, using an online survey with a sample of 753 participants (in-service K-12 teachers). Results indicated that most of the participants have met their expectations and acknowledged the adequacy of the educational material and the professional development opportunities. Moreover, results showed that demographic characteristics had a statistically significant effect on respondents’ perceptions and practices.