Abstract

This paper is in response to the manuscript entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” written by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67, 1145–1174. https://doi.org/10.1007/s11423-019-09645-8, 2019) from adoption and diffusion of innovation perspectives. In order to fully realize the potential of online and blended learning (OBL), the article presents a framework with six interrelated components of teacher professional development (TPD) that include (1) designing and developing a supportive TPD programme, (2) acknowledging the existing context regarding OBL, (3) addressing teacher change associated with the transition to OBL, (4) determining the overall goals and relevance of TPD for OBL, (5) acknowledging teacher professional development strategies associated with the transition to OBL, and (6) disseminating knowledge, skills, and attitudes about OBL and evaluating the TPD. The study logic is constructed on offering courses online and blended can be seen as a new way of orchestrating teaching and learning and therefore well designed and implemented TPD programs for OBL should contribute to teachers’ adoption and diffusion of the innovation in institutions.

Targeted article

Philipsen, B., Tondeur, J., Pareja Roblin, N. et al. Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Education Tech Research Dev 67, 1145–1174 (2019). https://doi.org/10.1007/s11423-019-09645-8

Selected perspective

Adoption and Diffusion.

中文翻译：

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转向数字：采用和传播

摘要

本文是针对Philipsen等人撰写的题为“为在线和混合学习改善教师专业发展：系统的元聚合评论”的手稿。（改善在线和混合学习的教师专业发展：系统的元聚合审查。教育技术研究与开发，67，1145–1174。https://doi.org/10.1007/s11423-019-09645-8，2019）。为了充分发挥在线和混合学习（OBL）的潜力，本文提出了一个框架，其中包含教师专业发展（TPD）的六个相互联系的组成部分，其中包括（1）设计和开发支持性TPD计划，（2）承认有关OBL的现有环境，（3）解决与向OBL过渡相关的教师变更，（4）确定OBL的TPD的总体目标和相关性，（5）确认与向OBL过渡相关的教师专业发展策略，以及（6 ）传播有关OBL的知识，技能和态度，并评估TPD。

目标文章

Philipsen B.，Tondeur J.，Pareja Roblin N.等。改善在线和混合学习的教师专业发展：系统的元汇总审查。教育技术研究发展67，1145-1174（2019）。https://doi.org/10.1007/s11423-019-09645-8

选定的观点

收养和扩散。