Supporting school teachers’ rapid engagement with online education

Serdar Abaci; Judy Robertson; Holly Linklater; Fiona McNeill

doi:10.1007/s11423-020-09839-5

Supporting school teachers’ rapid engagement with online education

Serdar Abaci, Judy Robertson, Holly Linklater, Fiona McNeill

Research output: Contribution to journal › Article › peer-review

Abstract / Description of output

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.

Original language	English
Pages (from-to)	1-6
Number of pages	6
Journal	Educational Technology Research and Development
Volume	N/A
Early online date	8 Oct 2020
DOIs	https://doi.org/10.1007/s11423-020-09839-5
Publication status	E-pub ahead of print - 8 Oct 2020

Keywords / Materials (for Non-textual outputs)

teacher education
professional development
online and blended learning

Access to Document

10.1007/s11423-020-09839-5Licence: Creative Commons: Attribution (CC-BY)

Abaci2020_Article_SupportingSchoolTeachersRapidE
This article is licensed under a Creative Commons Attribution 4.0 International License
Final published version, 1.2 MBLicence: Creative Commons: Attribution (CC-BY)

Holly Linklater
- Moray House School of Education and Sport - Lecturer in Inclusive Pedagogy
- Institute for Education, Teaching & Leadership
Person: Academic: Research Active

Cite this

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title = "Supporting school teachers{\textquoteright} rapid engagement with online education",

abstract = "In response to Philipsen et al.{\textquoteright}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.",

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AU - Abaci, Serdar

AU - Robertson, Judy

AU - Linklater, Holly

AU - McNeill, Fiona

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N2 - 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.

AB - 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.

KW - teacher education

KW - professional development

KW - online and blended learning

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DO - 10.1007/s11423-020-09839-5

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SN - 1556-6501

VL - N/A

SP - 1

EP - 6

JO - Educational Technology Research and Development

JF - Educational Technology Research and Development

ER -

Supporting school teachers’ rapid engagement with online education

Abstract / Description of output

Keywords / Materials (for Non-textual outputs)

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Holly Linklater

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