Edinburgh Research Explorer

Supporting school teachers’ rapid engagement with online education

Research output: Contribution to journalArticlepeer-review

Related Edinburgh Organisations

Open Access permissions

Open

Documents

  • Download as Adobe PDF

    Rights statement: This article is licensed under a Creative Commons Attribution 4.0 International License

    Final published version, 1.2 MB, PDF document

    Licence: Creative Commons: Attribution (CC-BY)

Original languageEnglish
Pages (from-to)1-6
Number of pages6
JournalEducational Technology Research and Development
VolumeN/A
Early online date8 Oct 2020
DOIs
Publication statusE-pub ahead of print - 8 Oct 2020

Abstract

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.

    Research areas

  • teacher education, professional development, online and blended learning

Download statistics

No data available

ID: 166721574