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.
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
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Gogus, A. Shifting to digital: adoption and diffusion. Education Tech Research Dev (2021). https://doi.org/10.1007/s11423-020-09862-6
- Teacher professional development
- Online and blended learning
- Shifting to digital
- A meta-aggregative approach