In authors or contributors

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review

Resource type
Journal Article
Authors/contributors
Title
Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
Abstract
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
Publication
Educational Technology Research and Development
Volume
67
Issue
5
Pages
1145-1174
Date
2019-10-01
Journal Abbr
Education Tech Research Dev
Language
en
ISSN
1556-6501
Short Title
Improving teacher professional development for online and blended learning
Accessed
28/05/2021, 15:43
Library Catalog
Springer Link
Citation
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8