Literaturnachweis - Detailanzeige
| Autor/inn/en | Philipsen, Brent; Tondeur, Jo; McKenney, Susan; Zhu, Chang |
|---|---|
| Titel | Supporting Teacher Reflection during Online Professional Development: A Logic Modelling Approach |
| Quelle | In: Technology, Pedagogy and Education, 28 (2019) 2, S.237-253 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McKenney, Susan) ORCID (Zhu, Chang) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-939X |
| DOI | 10.1080/1475939X.2019.1602077 |
| Schlagwörter | Faculty Development; Logical Thinking; Models; Foreign Countries; Online Courses; Instructional Design; Mastery Learning; Feedback (Response); Coaching (Performance); Indo European Languages; Automation; Peer Evaluation; Interaction; Web Sites; Writing (Composition); Reflective Teaching; Attitude Change; Teacher Collaboration; Social Networks; Cues; Discussion Groups; Teacher Education Programs; Self Evaluation (Individuals); Learning Modules; Belgium |
| Abstract | This article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection. Based on these foundations, a logic model is constructed and subsequently used to analyse an online teacher professional development programme. The examined online teacher professional development trajectory is the Digital Didactics programme, which originated in Flanders (Dutch-speaking part of Belgium). Twenty participants and four coaches participated in the study. The results explain how reflection was fostered through several online teacher professional development programme features. The reflective practices that formed the main outcomes of this study were mainly from a behavioural, attitudinal and social nature. The conclusions drawn can inform both theory and practice on how online teacher professional development could instigate teacher reflection. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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