Abstract
Teacher professional development is one of the most examined elements in
educational research. In the past decade, there has been a high increase in courses
being offered in an online or blended format. However, with the COVID-19
lockdowns the number of teachers who are facing the question on how to teach in
an online or blended environment is higher than ever. In this respect, the current
chapter aims to shed light on the important components of teacher professional
development for online and, by extent, blended teaching and learning. Building
on the results of an earlier study that examined these features, this chapter
presents an update of those findings and adds recent insights and action recom-
mendations for practice. By adopting a meta-aggregative approach, findings are
synthesized and their importance is uncovered and substantiated.
educational research. In the past decade, there has been a high increase in courses
being offered in an online or blended format. However, with the COVID-19
lockdowns the number of teachers who are facing the question on how to teach in
an online or blended environment is higher than ever. In this respect, the current
chapter aims to shed light on the important components of teacher professional
development for online and, by extent, blended teaching and learning. Building
on the results of an earlier study that examined these features, this chapter
presents an update of those findings and adds recent insights and action recom-
mendations for practice. By adopting a meta-aggregative approach, findings are
synthesized and their importance is uncovered and substantiated.
| Original language | English |
|---|---|
| Title of host publication | Learning, Design, and Technology |
| Subtitle of host publication | An International Compendium of Theory, Research, Practice, and Policy |
| Place of Publication | Springer Nature Switzerland AG |
| Publisher | Springer |
| Chapter | 2 |
| Pages | 527-554 |
| Number of pages <span style="color:red"p> <font size="1.5"> ✽ </span> </font> | 28 |
| ISBN (Electronic) | 978-3-319-17461-7 |
| ISBN (Print) | 978-3-319-17460-0 |
| DOIs | |
| Publication status | Published - 19 Oct 2023 |
Keywords
- COVID-19 pandemic
- Online and blended teaching
- Teacher professional development
- Teacher training
- Qualitative research