对一篇题为《改善在线和混合式学习中的教师专业发展：系统的元聚合综述》的文章的回应。
A response to an article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review".
作者信息
An Yunjo
机构信息
University of North Texas, 3940 N Elm St., Denton, TX 76207 USA.
出版信息
Educ Technol Res Dev. 2021;69(1):39-42. doi: 10.1007/s11423-020-09844-8. Epub 2020 Oct 26.
This response reviews the article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review" (Philipsen in Educ Technol Res Dev 67:1145-1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145-1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed.
本回应从实践角度审视了题为《改善在线和混合式学习中的教师专业发展：系统的元聚合性综述》（菲利普森，《教育技术研究与发展》，2019年第67卷，第1145 - 1174页）的文章。菲利普森（《教育技术研究与发展》，2019年第67卷，第1145 - 1174页）进行了一项针对在线和混合式学习中教师专业发展的系统元聚合性综述。本文总结了他们研究的主要发现，并讨论了这些发现的价值以及如何将其应用于为K - 12教师开展在线和混合式学习做准备。还讨论了该研究的局限性以及对未来研究的建议。
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