In response to Philipsen et al.’s (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.
|Number of pages||6|
|Journal||Educational Technology Research and Development|
|Early online date||8 Oct 2020|
|Publication status||E-pub ahead of print - 8 Oct 2020|
- teacher education
- professional development
- online and blended learning
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- Moray House School of Education and Sport - Lecturer in Inclusive Pedagogy
- Institute for Education, Teaching & Leadership
Person: Academic: Research Active