Supporting school teachers' rapid engagement with online education

被引：17

作者：

Abaci, Serdar ^{[1
]}

Robertson, Judy ^{[1
,2
]}

Linklater, Holly ^{[1
]}

McNeill, Fiona ^{[2
]}

机构：

[1] Univ Edinburgh, Moray House Sch Educ & Sport, Edinburgh EH8 8AQ, Midlothian, Scotland

[2] Univ Edinburgh, Sch Informat, Informat Forum, Edinburgh EH8 9AB, Midlothian, Scotland

来源：

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2021年 / 69卷 / 01期

关键词：

Teacher education; Professional development; Online and blended learning;

D O I：

10.1007/s11423-020-09839-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In response to Philipsen et al.'s (Educ Technol Res Dev 67:1145-1174, 2019) article titled "Improving teacher professional development [TPD] for online and blended learning [OBL]: a systematic meta-aggregative review", we apply their proposed framework of important components of TPD for OBL to the support we provided to primary and secondary teachers as they engaged with online education during the COVID-19 pandemic. We reflect on observations of particular challenges for school teachers and the reasons behind them. While this framework is a useful reflection tool to guide professional learning for teachers beyond the emergency situations, we found that it is biased towards TPD for OBL in higher education settings. Thus, we suggest future work to differentiate educational levels in order to account for operational differences.

引用

页码：29 / 34

页数：6

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