Abaci Serdar, Robertson Judy, Linklater Holly, McNeill Fiona
Moray House School of Education and Sport, University of Edinburgh, Edinburgh, EH8 8AQ UK.
School of Informatics, University of Edinburgh, Informatics Forum, Edinburgh, EH8 9AB UK.
Educ Technol Res Dev. 2021;69(1):29-34. doi: 10.1007/s11423-020-09839-5. Epub 2020 Oct 8.
In response to Philipsen et al.'s (Educ Technol Res Dev 67:1145-1174, 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.
针对菲利普森等人发表于《教育技术研究与发展》2019年第67卷第1145 - 1174页、题为《改进在线和混合学习的教师专业发展：系统的元聚合综述》的文章，我们将他们提出的在线和混合学习教师专业发展重要组成部分框架应用于在新冠疫情期间为中小学教师提供的在线教育支持中。我们思考了对学校教师面临的特殊挑战及其背后原因的观察结果。虽然该框架是指导教师在紧急情况之外进行专业学习的有用反思工具，但我们发现它偏向于高等教育环境中的在线和混合学习教师专业发展。因此，我们建议未来的工作要区分教育层次，以考虑操作上的差异。
