ABSTRACT

Supporting teachers professionally, both in their teaching skills and the inclusion of technology, is one of the few direct interventions to help them grow. Currently, few instruments assessing these perceptions exist, and evidence on their validity is sparse. Hence, this paper presents the development and validation of an instrument assessing teachers’ perceived institutional support for online and blended learning professional development. A sample of 317 adult education teachers completed the eight-item instrument. Overall, the reliability, exploratory and confirmatory factor analyses suggest that the presented scale can be used to determine how teachers perceive institutional support for online and blended learning professional development and provides evidence supporting a validity argument. Recommendations for the academic and practical use of the ISOBL questionnaire are made.

摘要

为教师提供专业支持，包括教学技能和技术融入，是帮助他们成长的为数不多的直接干预措施之一。目前，评估这些看法的工具很少，关于其有效性的证据也很少。因此，本文介绍了一种评估教师对在线和混合学习专业发展的制度支持的评估工具的开发和验证。317 名成人教育教师的样本完成了八项文书。总体而言，可靠性、探索性和验证性因素分析表明，所提出的量表可用于确定教师如何看待机构对在线和混合学习专业发展的支持，并提供支持有效性论点的证据。