Supporting school teachers’ rapid engagement with online education

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.

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Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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DOI

https://doi.org/10.1007/s11423-020-09839-5

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https://www.research.ed.ac.uk/portal/en/publications/supporting-school-teachers-rapid-engagement-with-online-education(55d26db0-dc61-4dd6-b2a5-38cfb424bd69).html